Disciplinary Literacy in STEM: A Functional Approach

Autor/inn/en	Paugh, Patricia; Wendell, Kristen
Titel	Disciplinary Literacy in STEM: A Functional Approach
Quelle	In: Journal of Literacy Research, 53 (2021) 1, S.122-144 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paugh, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X20986905
Schlagwörter	Literacy; STEM Education; Elementary Education; Engineering; Semiotics; Academic Language; Thinking Skills; Common Core State Standards; Science Activities; Design + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; STEM; Elementarunterricht; Maschinenbau; Semiotik; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Denkfähigkeit; Common core curriculum; Curriculum; Kerncurriculum
Abstract	This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the instruction and analysis of classroom discourse and student writing. The study illustrates how a flexible set of disciplinary language choices functioned to support students' evolving reasoning as part of the engineering design process. These findings provide insights into synergy between language and reasoning as a habit of design. These findings also inform calls to align science, technology, engineering, and mathematics (STEM) literacy and core disciplinary practices within both Common Core State Standards for (English language arts) ELA and Next Generation Science Standards. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01