Thinking About Literacy While Doing Science: One Elementary Classroom Teacher’s Experience

• In Event: Poster Session 20
  In Poster Session: Exploring Science Education

Abstract

In many elementary classrooms, science content is taught either by a specialist once a week or by the classroom teacher on an ad hoc basis. Teachers and administrators argue that because they have to focus on numeracy and literacy as a result of the U. S. federal legislation (No Child Left Behind) there is not enough time in the day to focus on science. The science community has advocated for teaching science and literacy together. This paper examines how one elementary classroom teacher,a self-ascribed strong science teacher, comes to understand how and when to link science and literacy through participating in a project-based professional development intervention.

Author

• Cleti Cervoni, Salem State College