Science and Literacy Integration in Elementary Classrooms: Instructional Enactments and Student Learning Outcomes

• In Event: Working Together: The Integration of Reading and Writing in Supporting Science Learning

Abstract

Our paper presents findings from a design-based research project focused on an integrated physical science and literacy instructional intervention involving three grade 5 teachers. The study utilized a mixed-methods research design. Analyzing qualitative data produced instructional profiles documenting teachers’ salient views and instructional practices regarding science and literacy integration. Furthermore, outcomes from science content, vocabulary, and comprehension assessments demonstrated that the science and literacy intervention significantly (p < 0.05) impacted achievement. While integrated approaches were successful in terms of student learning outcomes, our study identified gaps in teachers’ pedagogical knowledge. Variation in curriculum enactment highlights the need for differentiated professional learning to address teachers’ nascent pedagogical views of integration. Our study promotes future research into integrated science and literacy instruction.

Authors

• Xavier Eric Fazio, Brock University

• Tiffany L. Gallagher, Brock University