Open Access. Powered by Scholars. Published by Universities.®
Science and Mathematics Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Science and Mathematics Education
A Culturally Responsive Literacy Approach To Develop Scientific Conceptual Knowledge Through Creative Narratives, Alma D. Stevenson, Lacey D. Huffling
A Culturally Responsive Literacy Approach To Develop Scientific Conceptual Knowledge Through Creative Narratives, Alma D. Stevenson, Lacey D. Huffling
Journal of Educational Research and Practice
Our study examined the effects of culturally responsive literacy pedagogical approaches in the development of scientific vocabulary and conceptual knowledge among minoritized middle-grade students during a summer program. We describe the design and implementation of a literacy-enriched STEM instructional unit of study built upon the background experiences of Latina/Latino migrant farmworkers’ children to expand their STEM literacy skills and knowledge. Our aim with this unit was to increase the students’ science knowledge and skills; strengthen their mathematical abilities; enhance their ability to use technology for research; and improve their academic vocabulary, language, and writing skills. This program also had as …
Supporting Science Learning For English Language Learners, Judith Morrison, Yuliya Ardasheva, Sarah Newcomer, Lindsay Lightner, Gisela Ernst-Slavit, Kira Carbonneau
Supporting Science Learning For English Language Learners, Judith Morrison, Yuliya Ardasheva, Sarah Newcomer, Lindsay Lightner, Gisela Ernst-Slavit, Kira Carbonneau
Journal of Educational Research and Practice
This study focused on two fourth-grade science classrooms with English learners (ELs), exploring how teachers supported students’ science and language/literacy learning in different language contexts. Three a priori research-based practices recommended for supporting science learning framed our exploration: (a) negotiation, opportunities for individual and social construction and critique of knowledge; (b) embedded language, opportunities for language and literacy learning as a natural aspect of science; and (c) non-threatening learning environments, opportunities for social apprenticeship and interaction. We provide insights into how science instructional practices supported ELs’ science and language learning. One key implication is that enacting these three principles of …
Environmental Explorations: Integrating Project-Based Learning And Civic Engagement Through An Afterschool Program, Rachel Farmer, Nakayla Greene, Kristen H. Perry, Cindy Jong
Environmental Explorations: Integrating Project-Based Learning And Civic Engagement Through An Afterschool Program, Rachel Farmer, Nakayla Greene, Kristen H. Perry, Cindy Jong
Journal of Educational Research and Practice
This study examined the Community Super Investigators Club, through which we aimed to apply mathematics and literacy skills by using project-based learning (PBL) to investigate elementary students’ interest in learning how to improve the environment for animals. PBL is a teaching method used to improve critical thinking skills around a project that is based on students’ questions. The study used a mixed-method design to examine the following research questions: How do students engage in PBL on topics relevant to their community in an afterschool club? How can critical math and literacy skills be integrated with community engagement? How did the …
Science-Literacy Integration: Equity And Learning In First-Grade, Urban Instructional Contexts, Angela J. Stefanski, Nicole M. Martin, Melinda A. Zurcher
Science-Literacy Integration: Equity And Learning In First-Grade, Urban Instructional Contexts, Angela J. Stefanski, Nicole M. Martin, Melinda A. Zurcher
Journal of Educational Research and Practice
Previous research demonstrates that integration of science and literacy instruction in primary grades has positive outcomes for students’ science and literacy development. However, variations in how science and literacy are enacted suggest integration may not be sufficient to meet the literacy and science needs of all students in an equitable manner. The purpose of this study was to examine two first-grade teachers’ science integration during literacy instruction in one high- and one low-income school context within one urban district. Analysis of field notes, transcripts of lessons, and interviews revealed that expectations to integrate science during time set aside for literacy …