Curriculum & Instruction Faculty Publications
Document Type
Article
Keywords
Environmental education, Writing in science, Thinking skills, Urban students, Art integration into science
Journal/Book/Conference Title Title
Science Education International
Volume
27
Issue
1
First Page
151
Last Page
175
Abstract
This descriptive case study examined student attitudes, writing skills and content knowledge of urban fourth and fifth graders (6 males, 9 female) during a six-week literacy, thinking skill, and art-integrated environmental science unit. Pre- and post- test questions were used to address knowledge of environmental problems and student environmental actions. Students expressed knowledge and suggestions for positive action of youth through four essays throughout the unit, the final essay being accompanied by a pop-up construction. Writings showed steady growth in number of words, sentences, suggested environmental actions for youth, and instances of discussing consequences and sequels of actions. Students were engaged, collaborative, and reported implementing positive environmental actions.
Department
Department of Curriculum and Instruction
Original Publication Date
3-2016
Repository
UNI ScholarWorks, University of Northern Iowa, Rod Library
Copyright
©2016 Phyllis Gray, Caroline Elser, Julie Leigh Klein, and Audrey C. Rule. The copyright holder has granted permission for posting.
Date Digital
2016
Language
EN
File Format
application/pdf
Recommended Citation
Rule, Audrey C.; Gray, Phyllis; Elser, Caroline; and Klein, Julie Leigh, "Literacy and Arts-Integrated Science Lessons Engage Urban Elementary Students in Exploring Environmental Issues" (2016). Curriculum & Instruction Faculty Publications. 12.
https://scholarworks.uni.edu/ci_facpub/12
Comments
First published in Science Education International, v. 27 n. 1 (2016) published by International Council of Associations for Science Education.