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ERIC Number: EJ915560
Record Type: Journal
Publication Date: 2010-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0036-6803
Re-Creating a Recipe for Science Instructional Programs: Adding Learning Progressions, Scaffolding, and a Dash of Reading Variety
Slough, Scott W.; Rupley, William H.
School Science and Mathematics, v110 n7 p352-362 Nov 2010
The purpose of this article is to focus on the development and refinement of a science instructional design program arguing for the feasibility and usability of integrated reading and science instruction as implemented in third- and fourth-grade science classrooms to meet the learning needs of diverse learners. These instructional components are easily inserted into existing programs that build students' science background knowledge and abilities to apply learning through scaffolded activities focused on (1) providing structured opportunities for students to engage in hands-on activities; (2) increasing vocabulary knowledge and understanding of concept-laden terms, and (3) reading paired narrative and informational science texts. Extensive research shows that as students transition from third to fourth grade and beyond, they are often challenged in science by new vocabulary coupled with new concepts. Active ingredients of our reconceptualized science instructional design program are narrative informational texts, hands-on science activities, and science textbook(s). (Contains 2 tables.)
John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A