Cynthia Greenleaf, Kathleen A. Hinchman, Willard Brown
{"title":"Science teachers designing text use for equitable Next Generation Science instruction","authors":"Cynthia Greenleaf, Kathleen A. Hinchman, Willard Brown","doi":"10.1002/jaal.1311","DOIUrl":null,"url":null,"abstract":"<p>Students need support to learn Next Generation Science practices that include use of such texts as investigative records and datasets, analyses and arguments, and works of other scientists. This article describes secondary school science teachers' curation and support of students' multimodal text use during their development of a library of equitable, text-rich, phenomena-based science units of study. Following a description of project background and inquiry methods, findings delineate how teachers collaborated to select texts, delineate roles for the texts, and use scaffolds to support students' equitable access to these texts in investigations and engineering designing. Findings also explain how the pandemic and teachers' ongoing concerns for their students' equitable learning of science and literacy practices caused teachers to amend their plans. The article concludes with a discussion of implications for science educators and others who are interested in science-specific disciplinary literacies.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 3","pages":"162-174"},"PeriodicalIF":0.9000,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1311","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Adolescent & Adult Literacy","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jaal.1311","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Students need support to learn Next Generation Science practices that include use of such texts as investigative records and datasets, analyses and arguments, and works of other scientists. This article describes secondary school science teachers' curation and support of students' multimodal text use during their development of a library of equitable, text-rich, phenomena-based science units of study. Following a description of project background and inquiry methods, findings delineate how teachers collaborated to select texts, delineate roles for the texts, and use scaffolds to support students' equitable access to these texts in investigations and engineering designing. Findings also explain how the pandemic and teachers' ongoing concerns for their students' equitable learning of science and literacy practices caused teachers to amend their plans. The article concludes with a discussion of implications for science educators and others who are interested in science-specific disciplinary literacies.
期刊介绍:
The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research