Science is often a forgotten subject in early elementary grades as various mandates require teachers to focus on teaching young students to achieve specific reading and mathematical competencies. This book offers specific examples and empirical evidence of how integrated science-literacy curriculum and teaching in urban primary-grade classrooms give students opportunities to learn science and to develop positive images of themselves as scientists. The Integrated Science-Literacy Enactments (ISLE) approach builds on multimodal, multidimensional, and dialogically oriented teaching and learning principles. Readers see how, as children engage with texts, material objects, dialogue, ideas, and symbols in their classroom community, they are helped to bridge their own understandings and ways with words and images with those of science. In doing so, they become learners of both science and literacy. The book features both researcher and teacher perspectives. It explores science learning and its intersection with literacy development in schools that educate predominately children of color, many of whom struggle with poverty and have been traditionally underestimated, underserved, and underrated in science classrooms. In all these ways, this volume is a significant contribution to a critically under-researched area of science education.In the Matter unit, we examined the concept of evaporation because it is a challenging concept and because it is critical in ... Using two classrooms as examples (Jennifera#39;s 3rd grade and BegoApaa#39;s 2nd grade), we trace here how these concepts were con- structed ... Thus, the present inquiry may inform science teaching and learning in various ways. It expands existing research in terms of how ideas associated with matter and forest are developed in classrooms, how young learnersanbsp;...
|Title||:||Children's Ways with Science and Literacy: Integrated Multimodal Enactments in Urban Elementary Classrooms|
|Author||:||Maria Varelas, Christine C. Pappas|
|Publisher||:||Routledge - 2013-05-07|