Poster #13 - Science Education Now: How Science Teachers Interpret and Enact Reforms to Develop Students' Scientific Literacy

• In Event: 51.082 - MTCC Poster Session 12
  In Poster Session: 51.082-2 - Science Teaching and Learning SIG Poster Session

Abstract

This multiple case study explored science teacher beliefs, perceptions and practices surrounding implementation of Common Core State Standards (CCSS) for ELA. Situated within an NSF-funded professional development program, multiple-source qualitative data was triangulated to investigate three science teachers’ knowledge, beliefs, perceptions and their implementation of the CCSS for ELA in the classroom. Results revealed that teachers in this study had limited awareness of the disciplinary uses of literacy intended by the NGSS and CCSS for ELA. However, instruction that utilized less didactic, more open inquiry methods incorporated literacy in naturalistic ways, including questioning, problem solving, data gathering, reading specific text features, and argumentation. Findings of this study have implications for science teacher professional development and preservice teacher education.

Authors

• Michelle R. Eades-Baird, Empire State College - SUNY

• H. Emily Hayden, Iowa State University