Science and Students: Capitalizing on Literacy Connections

1. Science and Students:Capitalizing on Literacy Connections

2. Science – Literacy Connections • High-stakes testing in math and ELA has resulted in science being “on the back burner” in schools • Some use science as simply another vehicle to teach reading and writing • Science texts to teach elements of reading • Research papers to teach basic writing skills • Result: poor education in both science and literacy

3. Science – Literacy Connections • Researchers at Education Development Center, Newton, MA asked: • “How can educators incorporate meaningful connections between science and literacy?” • (Thinking Like a Scientist) • Scientists read literature before embarking on investigations and engage in questioning • What experiments have been done before? What do we already know? • How do we know it? What were the questions being asked? • Scientists write continuously • Document every step of thinking and actions • Experiments are recorded meticulously to enable reproduction • Results are interpreted and conclusions reached • Scientists present ideas both in writing and orally • Respond to critique • Reconsider and revise

4. Science – Literacy Connections • Science education standards demand more than acquiring scientific • facts and skills • In fact, 3 of the 8 “critical practices” that NGSS states should be • mastered by graduation are literacy-related: • Asking Questions • Engaging in Argument from Evidence • Obtaining, Evaluating, and Communicating Information • A natural “fit” • Students use language in the context of solving meaningful problems • Engage in purposeful communications that promote genuine language use • Make meaning by writing, reading, and talking science

5. Science – Literacy Connections Theory Into Practice: How to teach science through inquiry with a strong literacy component? Take advantage of overlapping skill sets (Pearson et al, 1992): Science Inquiry SkillsLiteracy Skills Draw from prior knowledge Identify prior knowledge Design investigations Ask questions Collect and record data Determine importance Analyze and interpret data Create mental images Draw conclusions from evidence Infer from content Communicate findings Synthesize meaning

6. Theory Into PracticeStep One: Engagement in Inquiry • Workshop Lesson – electric circuits • Discussion of what students already knew about electric circuits • Modeling of questions / self-talk (how does a scientist think) • What are ways we use electricity in daily lives • Where does electricity come from • Has anyone ever wired a lamp? • What do we know about how batteries provide electricity? • How do you think a light bulb works? • Have students make drawings representing ideas • Guided explanations • Keep science notebooks to record observations, drawings, descriptions • Report findings and discuss ideas as a group • Use notebooks entries as evidence to support conclusions • Homework – brief report on inquiry using data from notebooks

7. Theory Into PracticeStep Two: Science Discussions • Critical component of inquiry-based science; helps students develop • meaning from their experiences • Requires listening, interpreting, and using detailed, meaningful, and • clear language to express ideas • “Accountable Talk” – serious response to and further development of • what others in group say (seminar style instruction) • Students introduce and ask for knowledge that is accurate and relevant • to text under discussion • Use evidence from text in appropriate ways and use good reasoning • Large-group discussions • Must model thinking aloud, establishing a single focus of talk, • interpreting one another’s statements and ideas

8. Theory Into PracticeStep Three: Science Notebooks • Must be effective learning tools, not busy work • Teacher should model and give critical feedback • Requirements: • Date and time of work • Statement of purpose • Detailed procedures • Conclusions • Reflection • Use notebooks to review data – not once and done • Work on associated skills: • Note-taking • Accurate descriptions • Procedural writing • Appropriate use of graphs and charts

9. Theory Into PracticeStep Four: Writing Expository Text Typically science programs require research reports based on secondary sources, e.g. “Describe a food web” Students find information in books or web, edit without analysis Instead: Find information (from own research (notebooks) or secondary) Interpret information Synthesize it for desired audience Instructors must teachliteracy strategies supporting formal report writing Identifying audience and purpose Establishing voice Using content-specific language Writing concisely Creating appropriate organization and structure

10. Theory Into PracticeStep Five: Reading Informational Texts Growing trend to use narrative fiction or nonfiction trade books with textbook, fact-based style Both require little thought from reader and no modeling of scientific communication Strive to develop student abilities to use high-quality informational texts Requires teaching associated literacy skills Identifying text features Skimming for “big picture” Identifying key concepts and vocabulary Making inferences

11. Science – Literacy Connections Bottom line – real change in the classroom requires reflection, study, and dialogue among teachers – and effort! “Good science teaching complements and supports student literacy.”

12. Science – Literacy Connections Bibliography American Association for the Advancement of Science (AAAS). 1993. Benchmarks for Science Literacy. New York: Oxford. Koballa Jr., T.R., and L.J. Bethe. 1984. Integration of science and other school subjects. In Research Within Reach: Science Education, D. Holdzkom, and P.B. Lutz (Eds.), (pp. 79–108). Washington, D.C.: National Science Teachers Association. National Academy of Sciences (NAS). 2013. Next Generation Science Standards. Washington, D.C.: National Academy Press. National Research Council (NRC).1996. National Science Education Standards. Washington, D.C.: National Academy Press. Pearson, P.D., L.R. Roehler, J.A. Dole, and G.G. Duffy. 1992. Developing expertise in reading comprehension. In What Research Has to Say About Reading Instruction, S.J. Samuels, and A.E. Farsrtup (Eds.), (pp 145–199). Newark, Del.: International Reading Association. Truebal, H.T., G. Guthrie, and K. Au. (Eds.). 1981. Culture and the Bilingual Classroom: Studies in Classroom Ethnography. Rowley, Mass.: Newbury House. Worth, Karen, Robin Moriarty, and Jeff Winokur. "Science and Children: Capitalizing on Literacy Connections." National Science Teachers Association. NSTA, 30 Jan. 2004. Web. 18 Apr. 2013. http://www.nsta.org/publications/news/story.aspx?id=49031>.