Group items tagged

We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated approaches, we discuss how to support their implementation in today's complicated curricular landscape.

The researchers documented a prospective science teacher's struggle to make sense of an online content literacy course that attempted to strengthen her capabilities to combine skills-based instruction (reading) with concept-based instruction (science). S

a possible reading for our summer institute, this theoretical chemist explains why writing, using metaphors and teaching undergraduates improve his science.

blog post that raises questions about what is content in museums. probably a great read for intersections teams as a way to think/talk/write about their work together. (thanks Kim Douillard)

science learning and writing, discussion of darwin's field notebooks.