Skip to content
2018
Volume 100, Issue 4
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

Using case study methods, this study examines how one third-grade teacher facilitated the interplay of text and experience in an integrated science and literacy unit.

Loading

Article metrics loading...

/content/journals/10.58680/la202332309
2023-03-01
2025-07-09
Loading full text...

Full text loading...

References

  1. Grigsby, S. (2010). In the garden with Dr. Carver (N.Tadgell, Illus.). Albert Whitman & Company.
    [Google Scholar]
  2. Ms. Ollie’s Plant Investigation[Researcher-designed text in U3.4 Plants/Weather/Climate]. (n.d.). Multiple Literacies in Project-Based Learning (ML-PBL).
    [Google Scholar]
  3. Stewart, M., & Young, A. (2013). No monkeys, no chocolate (N.Wong, Illus.). Charlesbridge.
    [Google Scholar]
  4. Cervetti, G. N. (2021). Science-literacy integration: Content-area literacy or disciplinary literacy?Language Arts, 98(6), 340–51.
    [Google Scholar]
  5. Cervetti, G. N., & Barber, J. (2008). Text in hands-on science. In E. H.Hiebert & M.Sailors (Eds.), Finding the right texts: What works for beginning and struggling readers (pp. 89–108). Guilford.
    [Google Scholar]
  6. Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. (2012). The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching, 49(5), 631–58. https://doi.org/10.1002/tea.21015
    [Google Scholar]
  7. Cervetti, G. N., DiPardo, A. L., & Staley, S. J. (2014). Entering the conversation: Exploratory talk in middle school science. The Elementary School Journal, 114(4), 547–72. https://doi.org/10.1086/675638
    [Google Scholar]
  8. Dyson, A. H., & Genishi, C. (2005). On the case: Approaches to language and literacy research. Teachers College Press.
    [Google Scholar]
  9. Fitzgerald, M. S., & Palincsar, A. S. (2021). Creating opportunities for students to use multiple literacies. In J.Krajcik & B.Schneider (Eds.), Science education through multiple literacies: Project-based learning in elementary school (pp. 49–64). Harvard Education Press.
    [Google Scholar]
  10. Krajcik, J., Miller, E. C. A., & Schneider, B. (2021). Transforming the teaching and learning of science through project-based learning. In J.Krajcik & B.Schneider (Eds.), Science education through multiple literacies: Project-based learning in elementary school (pp. 1–16). Harvard Education Press.
    [Google Scholar]
  11. Manz, E., & Renga, I. P. (2017). Understanding how teachers guide evidence construction conversations. Science Education, 101, 584–615.
    [Google Scholar]
  12. May, L., Crisp, T., Bingham, G. E., Schwartz, R. S., Pickens, M. T., Woodbridge, K. (2020). The durable, dynamic nature of genre and science: A purpose- driven typology of science trade books. Reading Research Quarterly, 55(3), 399–418. https://doi.org /10.1002/rrq.274
    [Google Scholar]
  13. Moje, E. B. (2015). Doing and teaching disciplinary literacy with adolescent learners: A social and cultural enterprise. Harvard Educational Review, 85(2), 254–78. doi.org/10.17763/0017‑8055.85.2.254
    [Google Scholar]
  14. National Academies of Science, Engineering, and Medicine. (2021). Science and engineering in preschool through elementary grades: The brilliance of children and the strengths of educators. The National Academies Press.
    [Google Scholar]
  15. National Research Council. (2014). Literacy for science: Exploring the intersections of the Next generation science standards and Common core for ELA standards, A workshop summary. The National Academies Press.
    [Google Scholar]
  16. NGSS Lead States. (2013). Next generation science standards: For states, by states. The National Academies Press.
    [Google Scholar]
  17. Palincsar, A. S., Fitzgerald, M. S., DellaVecchia, G. P., Easley, K. M. (2020). The integration of literacy, science, and engineering in prekindergarten through fifth grade. The National Academies Press.
    [Google Scholar]
  18. Palincsar, A. S., & Magnusson, S. J. (2001). The interplay of first-hand and second-hand investigations to model and support the development of scientific knowledge and reasoning. In S. M.Carver & D.Klahr (Eds.), Cognition and instruction: Twenty- five years of progress (pp. 151–193). Lawrence Erlbaum Associates.
    [Google Scholar]
  19. Palincsar, A. S., Marcum, M. B., Fitzgerald, M. S., & Sherwood, C. A. (2019). Braiding teacher practice and class-wide dialogue: An historical inquiry across three sociocultural interventions. International Journal of Educational Research, 97, 157–65. https://doi.org/10.1016/j.ijer.2017.08.001
    [Google Scholar]
  20. Stake, R. (1995). The art of case study research. SAGE.
    [Google Scholar]
  21. Varelas, M., Pieper, L., Arsenault, A., Pappas, C. C., & Keblawe-Shamah, N. (2014). How science texts and hands-on explorations facilitate meaning making: Learning from Latina/o third graders. Journal of Research in Science Teaching, 51(10), 1246–1274. https://doi.org/10.1002/tea.21173
    [Google Scholar]
  22. West, J. M., Wright, T. S., Gotwals, A. W. (2021). Supporting scientific discussions: Moving kindergartners’ conversations forward. The Reading Teacher, 74(6), 703–12. https://doi.org/10.1002/trtr.1977
    [Google Scholar]
  23. Wright, T. S., & Gotwals, A. W. (2017). Supporting kindergartners’ science talk in the context of an integrated science and disciplinary literacy curriculum. The Elementary School Journal, 117(3), 513–537. https://doi.org/10.1086/690273
    [Google Scholar]
/content/journals/10.58680/la202332309
Loading
/content/journals/10.58680/la202332309
Loading

Data & Media loading...

  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error
Please enter a valid_number test