用学科素养观察工具(DLOT)重塑科学学科的素养

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2021-11-16 DOI:10.1111/ldrp.12270
Sally Valentino Drew, Jeffrey Thomas
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引用次数: 1

摘要

本文解释了特殊教育工作者、科学教师、扫盲顾问和管理人员如何使用学科扫盲观察工具(DLOT)和附带的规划工具来改善包容性中学科学课堂中的学科扫盲教学。DLOT是与从业人员合作开发的,作为专业发展和指导的工具。首先,描述了该工具的开发和五个维度:(a)科学学科素养方面,(b)教学分组,(c)学生参与,(d)教学质量,(e)整体质量。然后,举例说明了特殊教育工作者如何与科学教育工作者和其他同事合作,使用DLOT来识别、记录、反思和设定有关科学学科素养教学的目标,从而使有学习障碍的学生受益。通过DLOT,从业者可以实现科学素养整合,通过三维科学学习,解决与共同核心国家标准和下一代科学标准协同一致的一般和特定学科战略。
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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Reframing Literacy in the Discipline of Science with the Disciplinary Literacy Observation Tool (DLOT)

This article explains how teams of special educators, science teachers, literacy consultants, and administrators can use the Disciplinary Literacy Observation Tool (DLOT) and accompanying planning tool to improve disciplinary literacy instruction in inclusive secondary science classrooms. The DLOT was developed in partnership with practitioners as a tool for professional development and coaching. First, the tool's development and five dimensions are described: (a) aspects of disciplinary literacy in science, (b) instructional grouping, (c) student engagement, (d) quality of pedagogy, and (e) overall quality. Then, an illustration is provided for how special educators can collaborate with science educators and other colleagues to use the DLOT to identify, document, reflect upon, and set goals regarding disciplinary literacy instruction in science in ways that benefit students with learning disabilities. With the DLOT, practitioners can approach literacy integration in science to address both general and discipline-specific strategies aligned synergistically to Common Core State Standards and Next Generation Science Standards through three-dimensional science learning.

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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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