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Online Submission, International Journal of Education in Mathematics, Science and Technology v1 n1 p43-55 Jan 2013

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. (Contains 2 figures and 2 tables.) [Additional funding for the project featured in this paper was provided by the State of Iowa through a Math-Science Partnership.]

Descriptors: Elementary School Students, Elementary School Teachers, Teaching Methods, Elementary School Science, Literacy, Interdisciplinary Approach, Persuasive Discourse, Inquiry, Mixed Methods Research, Longitudinal Studies, Socialization, Writing Across the Curriculum, Grade 3, Learner Engagement, Student Motivation





Author: Norton-Meier, Lori A.; Hand, Brian; Ardasheva, Yuliya

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=814&id=ED543270



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