Embedding Multiple Literacies into STEM Curricula

Autor/inn/en	Soules, Aline; Nielsen, Sarah; LeDuc, Danika; Inouye, Caron; Singley, Jason; Wildy, Erica; Seitz, Jeff
Titel	Embedding Multiple Literacies into STEM Curricula
Quelle	In: College Teaching, 62 (2014) 4, S.121-128 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2014.935699
Schlagwörter	STEM Education; Interdisciplinary Approach; Teamwork; Academic Persistence; Science Instruction; Academic Standards; Reading Instruction; Writing Instruction; Information Literacy; Concept Formation; College Science; College Instruction; College Faculty; Teaching Methods; Writing Skills; Reading Skills; Science Process Skills; California + Suchen Sie Ihr Suchwort? STEM; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Leseunterricht; Schreibunterricht; Informationskompetenz; Concept learning; Begriffsbildung; Hochschullehre; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit; Reading skill; Lesefertigkeit; Kalifornien
Abstract	In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and Common Core State Standards. The authors present their reading, writing, and information literacy contributions, explaining the importance of introducing these concepts and strategies into science courses. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10