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

Ødegaard, Marianne; Haug, Berit S.; Mork, Sonja M.; Sørvik, Gard Ove

doi:10.1080/09500693.2014.942719

Cited by 52 publications

(29 citation statements)

References 97 publications

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“…For example, while scientists often write to inform or persuade the reader about a particular argument or result (Yore, Hand, & Prain, 2002), these are dimensions of science writing (the purpose and audience of a text) that are rarely talked about in the classroom (Af Geijerstam, 2006). Instead, when literacy is actively used in the service of scientific inquiry, students read and write to investigate phenomena, discuss interpretations and arguments based on data, and communicate these ideas to their peers or other audiences (Pearson et al, 2010;Sørvik et al, 2015;Ødegaard, Haug, Mork, & Sørvik, 2014). Similarly, when engaging in SSI, it is necessary to evaluate information across different media not only from a scientific perspective, but also in interaction with the specific social, political, economic, and value positions that affect the situation (Kolstø, 2001).…”

Section: Science Reading and Writing Activities In School Differ In Tmentioning

confidence: 99%

Scientific literacy as social practice: Implications for reading and writing in science classrooms

Sørvik

Mork²

2015

NorDiNa

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This article provides an introduction to what it means to adopt a view of literacy as social practice for science education. This view of literacy builds on the idea that reading and writing are best regarded as situated social practices involving text, not as a set of decontextualised and universally applicable skills. First, we draw on sociocultural perspectives on literacy to show how these perspectives inform our understanding of literacy when the context is science. Second, we use related research literature, mainly concerning the role of text in science education, to present a framework for approaching literacy in science classrooms from a sociocultural perspective. Finally, we discuss how a social view of literacy enables us to consider how literacy occurs in contexts relevant to a transcending science subject for scientific literacy.

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Section: Science Reading and Writing Activities In School Differ In Tmentioning

confidence: 99%

Scientific literacy as social practice: Implications for reading and writing in science classrooms

Sørvik

Mork²

2015

NorDiNa

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“…This gives a picture of a sequence of 7 hours of science lessons about body systems. Students are in 4 th grade (9-10 years old) (Ødegaard, Haug, Mork & Sørvik, 2014). …”

Section: Resultsmentioning

confidence: 99%

“…Variation of the multiple learning modalities during the inquiry phases shown in coded minutes for all teachers(Ødegaard, Haug, Mork & Sørvik, 2014).…”

mentioning

confidence: 99%

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Budding Science and Literacy. A Classroom Video Study of the Challenges and Support in an Integrated Inquiry and Literacy Teaching Model

Ødegaard

Haug

Mork

et al. 2015

Procedia - Social and Behavioral Sciences

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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 interrelationship 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.

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“…One such major affordance is the provision of guidance as is also evidenced in recent overview works (Alfieri et al 2011;Arnold et al 2014;d'Angelo et al 2014;de Jong 2006a;de Jong and Lazonder 2014;Donnelly et al 2014;Furtak et al 2012;Gerjets et al 2008;Plass and Schwartz 2014;van Joolingen and Zacharia 2009). Guidance could result in offering learners more agency in their learning process (de Jong and Lazonder 2014) and the means to overcome the challenges posed by CoSIL environments, mainly because of the cognitive and metacognitive complexity of the learning experiences these environments offer (Azevedo 2005;Ødegaard et al 2014;Scheiter and Gerjets 2007). In other words, guidance is regarded as a means to support students' selfregulated learning, through which students become responsible for their learning endeavors and thus are responsible for managing on their own any challenges that arise (Hadwin and Winne 2001;Pintrich 2000;Zimmerman 2001).…”

Section: Discussionmentioning

confidence: 99%

Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review

Zacharia

Manoli

Xenofontos

et al. 2015

Education Tech Research Dev

123

122

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The aim of this review is to identify specific types of guidance for supporting student use of online labs, that is, virtual and remote labs, in an inquiry context. To do so, we reviewed the literature on providing guidance within computer supported inquiry learning (CoSIL) environments in science education and classified all identified guidance according to a recent taxonomy of types of guidance. In addition, we classified the types of guidance in phases of inquiry. Moreover, we examined whether the types of guidance identified for each inquiry phase were found to be effective in promoting student learning, as documented in the CoSIL research. This review identifies what types of effective guidance currently exist and can be applied in developing future CoSIL environments, especially CoSIL environments with online labs. It also highlights the needs/shortcomings of these available types of guidance. Such information is crucial for the design and development of future CoSIL environments with online labs.

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

Cited by 52 publications

References 97 publications

Scientific literacy as social practice: Implications for reading and writing in science classrooms

Scientific literacy as social practice: Implications for reading and writing in science classrooms

Budding Science and Literacy. A Classroom Video Study of the Challenges and Support in an Integrated Inquiry and Literacy Teaching Model

Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review

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