ERIC Number: EJ1039037
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Linking Science and Language Arts: A Review of the Literature Which Compares Integrated versus Non-Integrated Approaches
Bradbury, Leslie U.
Journal of Science Teacher Education, v25 n4 p465-488 Jun 2014
The purpose of this paper is to review the literature published during the last 20 years that investigates the impact of approaches that describe themselves as integrating science and language arts on student learning and/or attitude at the elementary level. The majority of papers report that integrated approaches led to greater student achievement in science and language arts across elementary grade levels. Additionally, integrated approaches facilitate improved attitudes toward both science and reading. The second section of the findings provides an overview of the types of pedagogical approaches used in the classrooms described in the studies. At all grade levels, teachers linked a variety of strategies including read-alouds, independent reading, at home reading, and writing in various genres that connected hands-on science activities to language arts skills.
Descriptors: Science Instruction, Language Arts, Interdisciplinary Approach, Teaching Methods, Hands on Science, Science Achievement, Elementary School Students, Student Attitudes, Reading Aloud to Others, Independent Reading, Writing (Composition), Literary Genres, Literature Reviews
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Elementary Education
Authoring Institution: N/A