Faculty Publications

Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students

Document Type

Article

Keywords

Literacy Education, Science Instruction, Writing (Composition), Heuristics, Elementary School Teachers, Mixed Methods Research, Socialization, Elementary School Students, Longitudinal Studies, Interdisciplinary Approach, Teaching Methods, Audiences, Models, Inquiry, Intervention, Faculty Development, Writing Instruction, Scientific Literacy, Interviews, Teacher Attitudes, Participant Observation

Journal/Book/Conference Title

International Journal of Education in Mathematics, Science and Technology

Volume

1

Issue

1

First Page

43

Last Page

55

Abstract

The purpose of this study was to identify and describe teaching actions--embedded in the "Science Writing Heuristic" approach, a systematic teaching approach that integrates literacy instruction and argument-based inquiry learning of science--supportive of the cross-disciplinary literacy expectations necessary to compete in the 21st century. This article reports on qualitative findings from a mixed method longitudinal study conducted with 32 elementary teachers and over 700 students. The analysis of multiple layers of data identified two essential teaching action categories supportive of cross-disciplinary literacy skills development among students: (a) building an inquiry-based literacy community of social learning and (b) purpose setting, with a gradual shift of responsibility from the teacher to the student. A model is presented that emerged from the data and visually illustrates how teachers and students explore the purpose, function, mode, and audience within critical science-literacy events while engaging in science content learning.

Department

Jacobson Center for Comprehensive Literacy

Original Publication Date

1-1-2013

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