Aligning Teaching to Learning: A 3-Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms
Aligning Teaching to Learning: A 3-Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms
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使教学与学习保持一致：一项为期三年的研究，检验语言和论证在基础科学课堂中的嵌入情况
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发表时间：
2016
期刊：
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通讯作者：
Recai Akkuş
中科院分区：
文献类型：
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作者：
B. Hand;Lori A. Norton;Murat Gunel;Recai Akkuş
教室如何成为探究的社区，将具有智力挑战性的科学内容与基于语言的活动（讲、听、读、写的机会）联系起来，特别是在人口多样化的环境中？这个问题指导了一项为期3年的混合方法研究，使用科学写作启发式（SWH）方法，每年与2所大学，地区教育机构，6个学区，32名小学教师和700多名学生合作。参与的教师参加了一年一度的暑期研究所，计划单位，在课堂上实施这一课程，并促进正在进行的数据收集和分析。研究结果表明，关键的嵌入式语言的机会有助于增加学生爱荷华州基本技能测试（ITBS）的分数在科学和语言的基础上的实施水平，特别是小学生谁收到免费和减少午餐（生活在贫困水平的指标）。
How can classrooms become communities of inquiry that connect intellectually challenging science content with language-based activities (opportunities to talk, listen, read, and write) especially in settings with diverse populations? This question guided a 3-year mixed-methods research study using the Science Writing Heuristic (SWH) approach in cooperation with 2 universities, area education agencies, 6 school districts, 32 elementary teachers, and over 700 students each year. The participating teachers engaged in a yearly summer institute, planned units, implemented this curriculum in the classroom, and contributed to ongoing data collection and analysis. Findings demonstrate that critical embedded language opportunities contribute to an increase in student Iowa Tests of Basic Skills (ITBS) scores in science and language based on level of implementation particularly for elementary students who receive free and reduced lunch (an indicator of living at the poverty level).