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ERIC Number: ED543270
Record Type: Non-Journal
Publication Date: 2013-Jan
Pages: 14
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-2147-611X
Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students
Norton-Meier, Lori A.; Hand, Brian; Ardasheva, Yuliya
Online Submission, International Journal of Education in Mathematics, Science and Technology v1 n1 p43-55 Jan 2013
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. (Contains 2 figures and 2 tables.) [Additional funding for the project featured in this paper was provided by the State of Iowa through a Math-Science Partnership.]
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Identifiers - Location: Iowa