Aligning teaching to learning: a 3-year study examining the embedding of language and argumentation into elementary science classrooms

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dc.authorid0000-0001-6044-4293en_US
dc.authorid0000-0001-8452-1732en_US
dc.contributor.authorHand, Brian
dc.contributor.authorNorton-Meier, Lori A.
dc.contributor.authorGünel, Murat
dc.contributor.authorAkkuş, Recai
dc.date.accessioned2021-06-23T19:43:28Z
dc.date.available2021-06-23T19:43:28Z
dc.date.issued2016
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractHow can classrooms become communities of inquiry that connect intellectually challenging science content with language-based activities (opportunities to talk, listen, read, and write) especially in settings with diverse populations? This question guided a 3-year mixed-methods research study using the Science Writing Heuristic (SWH) approach in cooperation with 2 universities, area education agencies, 6 school districts, 32 elementary teachers, and over 700 students each year. The participating teachers engaged in a yearly summer institute, planned units, implemented this curriculum in the classroom, and contributed to ongoing data collection and analysis. Findings demonstrate that critical embedded language opportunities contribute to an increase in student Iowa Tests of Basic Skills (ITBS) scores in science and language based on level of implementation particularly for elementary students who receive free and reduced lunch (an indicator of living at the poverty level).en_US
dc.identifier.doi10.1007/s10763-015-9622-9
dc.identifier.endpage863en_US
dc.identifier.issn1571-0068
dc.identifier.issn1573-1774
dc.identifier.issue5en_US
dc.identifier.scopus2-s2.0-84924227585en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage847en_US
dc.identifier.urihttps://doi.org/10.1007/s10763-015-9622-9
dc.identifier.urihttps://hdl.handle.net/20.500.12491/8781
dc.identifier.volume14en_US
dc.identifier.wosWOS:000381226900003en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorAkkuş, Recai
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofInternational Journal Of Science And Mathematics Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectArgumentationen_US
dc.subjectArgument-Based Inquiryen_US
dc.subjectElementary School Scienceen_US
dc.subjectLiteracy Practices in Scienceen_US
dc.subjectScience Learningen_US
dc.subjectScience Writing Heuristicen_US
dc.subjectTeaching Practices in Science Learningen_US
dc.titleAligning teaching to learning: a 3-year study examining the embedding of language and argumentation into elementary science classroomsen_US
dc.typeArticleen_US

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