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.\r\n
📌 3 Key Takeaways
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Objective & Hypothesis:\r\n 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.
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Key Findings & Data:This article reports on qualitative findings from a mixed method longitudinal study conducted with 32 elementary teachers and over 700 students.
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Conclusion & Impact: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.\r\n
\r\n 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.\r\n
Norton-Meier, L. A., Hand, B., Ardasheva, Y. (2020). Examining teacher actions supportive of cross-disciplinary science and literacy development among elementary students. International Journal of Education in Mathematics, Science and Technology, Cilt: 1 Sayı: 1. https://ajindex.com/articles/1039988