Aligning Teaching to Learning: A 3-Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms

Autor/inn/en	Hand, Brian; Norton-Meier, Lori A.; Gunel, Murat; Akkus, Recai
Titel	Aligning Teaching to Learning: A 3-Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms
Quelle	In: International Journal of Science and Mathematics Education, 14 (2016) 5, S.847-863 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-015-9622-9
Schlagwörter	Communities of Practice; Inquiry; Mixed Methods Research; Science Instruction; Elementary School Teachers; Summer Programs; Curriculum; Interdisciplinary Approach; Scores; Science Achievement; At Risk Students; Poverty; Elementary School Science; Persuasive Discourse; Language Skills; Standardized Tests; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Community; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sommerkurs; Curricula; Lehrplan; Rahmenplan; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Armut; Persuasion; Persuasive Kommunikation; Language skill; Sprachkompetenz; Standadised tests; Standardisierter Test
Abstract	How can classrooms become communities of inquiry that connect intellectually challenging science content with language-based activities (opportunities to talk, listen, read, and write) especially in settings with diverse populations? This question guided a 3-year mixed-methods research study using the Science Writing Heuristic (SWH) approach in cooperation with 2 universities, area education agencies, 6 school districts, 32 elementary teachers, and over 700 students each year. The participating teachers engaged in a yearly summer institute, planned units, implemented this curriculum in the classroom, and contributed to ongoing data collection and analysis. Findings demonstrate that critical embedded language opportunities contribute to an increase in student Iowa Tests of Basic Skills (ITBS) scores in science and language based on level of implementation particularly for elementary students who receive free and reduced lunch (an indicator of living at the poverty level). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01