“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts

Patrick Burke, Eithne Kennedy
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Abstract

Teaching disciplinary literacy in the elementary classroom provides rich potential for bridging the literacy‐content divide, building background knowledge, extending learning, and deepening student thinking. This article explores how six elementary teachers tried and tested approaches to embedding literacy in three very different subjects: science, history, and visual arts. Drawing on data from a design‐based research project, we provide suggestions for how teachers can embed high‐quality literacy instruction in multiple disciplines.
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"你为什么这么想?探索小学科学、历史和视觉艺术中的学科素养
小学课堂中的学科素养教学为弥合素养与内容之间的鸿沟、构建背景知识、扩展学习和深化学生思维提供了丰富的潜力。本文探讨了六位小学教师如何尝试和测试将识字教学嵌入科学、历史和视觉艺术这三个截然不同的学科中。根据设计型研究项目的数据,我们为教师如何在多个学科中嵌入高质量的识字教学提供了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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