Repositioning Texts as Objects of Inquiry and Tools for Science Practice

• In Event: 26.081 - Poster Session 3
  In Poster Session: 26.081-2 - Creating Science and Literacy Connections

Abstract

Despite its central role in knowledge building, texts have been largely overlooked in lieu of first hand investigations as tools for building knowledge in K-12 science classrooms. The purpose of this study is to examine the transformation of scientific ideas as students read and synthesize meaning across multiple texts, and the constitutive relationship between engaging in science literacy practices and the development of rich disciplinary core ideas. We investigate this in the context of a 6th grade classroom engaged in text-based inquiry, and examine students’ understanding of natural selection as they seek to explain how antibiotic resistant bacteria like MRSA emerge as a function of antibiotic use.

Authors

• Mon-Lin Ko, University of Illinois at Chicago

• Katie James, University of Illinois at Chicago

• Candice Burkett, University of Illinois at Chicago

• Susan R. Goldman, University of Illinois at Chicago

• Cynthia L. Greenleaf, WestEd

• Willard R. Brown, WestEd