Instructional Routines to Increase Science Achievement in Biology

• In Event: Poster Session 2
  In Poster Session: Language and Literacy in Designed Learning Environments

Abstract

The present study examines the results of a collaborative effort to build instructional routines to better support student learning in biology. Researchers worked with science teachers on the design and delivery of a biology summer credit recovery course. The course, designed to address the significant issue of failure of high school biology, targeted predominantly non-English-speaking background (NESB) students that previously failed the second semester of Introductory Biology. Researchers used a design-based approach to address the issues with instructional routines implemented during the first course iteration. Over the course, teachers and students gained confidence in their ability to annotate text and write summaries about the content. Teachers continued to develop more articulate views of how to integrate literacy into their instruction.

Authors

• Maritza Lozano, University of California - Los Angeles

• Kimberley Gomez, University of California - Los Angeles

• Benny Cooper, University of California - Los Angeles

• Louis M. Gomez, University of California - Los Angeles