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ERIC Number: EJ849718
Record Type: Journal
Publication Date: 2009
Pages: 20
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1090-185X
Comparing the Added Value of Blended Science and Literacy Curricula to Inquiry-Based Science Curricula in Two 2nd-Grade Classrooms
Girod, Mark; Twyman, Todd
Journal of Elementary Science Education, v21 n3 p13-32 Sum 2009
In response to pressures to integrate literacy and science learning, an observational, comparative analysis was conducted exploring the added value of blended science and literacy curricula over inquiry-oriented science curricula in two 2nd-grade classrooms (ages seven to eight). Data were collected over ten weeks by the research team, and statistically significant differences were found in favor of the blended curricula on measures of identity and student understanding of the nature of science (NOS) as well as conceptual understanding. Analyses of the reading, writing, and language use in both classrooms suggests several factors that may have contributed to these important differences in outcome. (Contains 6 tables.)
Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A