Integrating Science Inquiry and Literacy Instruction for Young Children

Autor/inn/en	Clark, Sarah K.; Lott, Kimberly
Titel	Integrating Science Inquiry and Literacy Instruction for Young Children
Quelle	In: Reading Teacher, 70 (2017) 6, S.701-710 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1572
Schlagwörter	Science Instruction; Literacy Education; Elementary School Teachers; Elementary School Students; STEM Education; Interdisciplinary Approach; Inquiry; Learning Experience; Teaching Methods; Thinking Skills + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; STEM; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit
Abstract	Early elementary teachers are under great pressure to teach all children to read and write at highly proficient levels while simultaneously emphasizing STEM instruction to prepare students for the 21st century. Traditionally, literacy skills are taught in isolation from science instruction. However, reading and writing are the perfect tools to use for inquiry and reasoning, for creating a hypothesis, and for gathering, evaluating, and analyzing data. In this article, the authors describe how literacy and science instruction can be merged to create innovative, stimulating, and enriching learning experiences for young children. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01