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ERIC Number: EJ989473
Record Type: Journal
Publication Date: 2012-May
Pages: 28
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0022-4308
The Impact of an Integrated Approach to Science and Literacy in Elementary School Classrooms
Cervetti, Gina N.; Barber, Jacqueline; Dorph, Rena; Pearson, P. David; Goldschmidt, Pete G.
Journal of Research in Science Teaching, v49 n5 p631-658 May 2012
This study investigates the efficacy of an integrated science and literacy approach at the upper-elementary level. Teachers in 94 fourth grade classrooms in one Southern state participated. Half of the teachers taught the treatment unit, an integrated science-literacy unit on light and energy designed using a curriculum model that engages students in reading text, writing notes and reports, conducting firsthand investigations, and frequent discussion of key concepts and processes to acquire inquiry skills and knowledge about science concepts, while the other half of the teachers taught a content-comparable science-only unit on light and energy (using materials provided by their districts) and provided their regular literacy instruction. Students in the treatment group made significantly greater gains on measures of science understanding, science vocabulary, and science writing. Students in both groups made comparable gains in science reading comprehension. (Contains 10 tables and 9 notes.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A