Challenges and Support When Teaching Science through an Integrated Inquiry and Literacy Approach

Autor/inn/en	Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Sørvik, Gard Ove
Titel	Challenges and Support When Teaching Science through an Integrated Inquiry and Literacy Approach
Quelle	In: International Journal of Science Education, 36 (2014) 18, S.2997-3020 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.942719
Schlagwörter	Science Instruction; Inquiry; Literacy; Teaching Methods; Learning Modalities; Integrated Curriculum; Faculty Development; Teaching Models; Video Technology; Reading Assignments; Writing Assignments; Verbal Communication; Foreign Countries; Elementary School Teachers; Elementary School Science; Observation; Audio Equipment; Coding; Statistical Analysis; Teaching Guides; Norway + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Lehrmodell; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Audio-CD; Codierung; Programmierung; Statistische Analyse; Lehrerhandbuch; Norwegen
Abstract	In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10