336 pages | 28 B/W Illus.
This volume brings together evidence-based approaches to interdisciplinary language arts and science instruction. Firmly grounded in the research showing cognitive parallels between the two subjects, and reflecting the many recommendations in recent years for using interdisciplinary instruction at the elementary level, its goal is to help teachers effectively use this kind of instruction in elementary classrooms. The book is organized around three themes:
*Introduction to Interdisciplinary Science and Language Arts Instruction;
*The Influence of Interdisciplinary Science and Language Arts Instruction on Children’s Learning; and
*Research on Preparing Elementary Teachers to Use Interdisciplinary Science and Language Arts Instruction
Each chapter summarizes the research on its focal topic. Examples of research applied to practice, and questions and prompts for discussion and reflection help readers apply what they are reading in their own classroom contexts. Teacher educators and prospective and practicing elementary teachers everywhere will benefit from this overview of current research and practice in interdisciplinary science and language arts instruction.
Contents: Preface. Part I: Introduction to Interdisciplinary Science and Language Arts Instruction. V.L. Akerson, T.A. Young, Why Interdisciplinary Language Arts and Science Instruction? J.C. Richards, Interdisciplinary Teaching: History, Theory, and Interpretations. T.D. Sadler, Sociocultural Perspective on Scientific Literacy and Learning Science. Part II: The Influence of Interdisciplinary Science and Language Arts Instruction on Children's Learning. J.A. Morrison, Teachers’ Use of Science Notebooks to Assess Understanding of Science Concepts. D.T. Crowther, J.R. Cannon, Using the THC Model of Science Investigation and Science Notebooking in Elementary and Middle-Level Science Classrooms. D.A. Powell, R.J. Aram, Children Publish in Science as a Way of Knowing. D. Crowther, M. Robinson, A. Edmundson, A. Colburn, Preparing English Language Learners in the Science Classroom. C. Gile, Inquiry Curriculum in the Primary Grades. Part III: Research on Preparing Elementary Teachers to Use Interdisciplinary Science and Language Arts Instruction. W.P. Bintz, S. Moore, Using a Literature-Based Text Cluster to Teach Science. J.C. Richards, K.T. Shea, Interdisciplinary Teaching in the Primary Grades: Preservice Teachers’ Dilemmas and Achievements Connecting Science, the Arts, and Reading. J.A. Morrison, Using Science Notebook Writing to Promote Preservice Teachers’ Understanding of Formative Assessment. I. Graves, T. Phillipson, Using Critical Literacy in the Science Classroom. S.J. Britsch, D.P. Shepardson, CLASP: An Approach to Helping Teachers Interpret Children’s Science Journaling. L.Y. Lu, Semiotics for Integrating Geosciences Into Literacy in Teacher Education. V.L. Akerson, Using Action Research Projects to Help Preservice Elementary Teachers Effectively Use Interdisciplinary Language Arts and Science Instruction.Part IV: Conclusions and Recommendations. V.L. Akerson, T.A. Young, What Do We Know From Our Research? What Do We Still Need to Know? Conclusions and Recommendations.
The Teaching and Learning in Science Series brings together theoretical and practical scholarship emanating from a wide range of research approaches and paradigms on an equally wide variety of topics.
International concerns about the quality of the teaching and learning of science continue to increase across countries, states, provinces, and local communities with each round of international assessments. During a period of expansive reform in science education, it is especially important that the most current research in areas of critical concern be synthesized for use by both practitioners and researchers.
Proposals for authored or edited books are encouraged that address research and practice in the teaching and learning of science and/or any aspects of the current reforms in science education. The primary focus is the theoretical and practical importance of the problem being investigated. Equal consideration will be given to theoretically oriented and practitioner-oriented proposals. It is hoped that this series will generate as many critical questions as answers it may provide. Themes for prospective manuscripts may include, but are certainly not limited to: