Leveraging Practice-Embedded Research Relationships in Science Education: Privileging Teacher Knowledge for Student Learning

• In Event: 61.032 - Literacies and Language Across the Curriculum

Abstract

Science communication in days of Faraday and Darwin emphasized wonder, and the ever-changing nature of knowledge in science, as questions are asked, explored, revised, and asked again. Reclaiming wonder in science by helping students see interconnectedness to other fields is the goal of science teaching, but will not be accomplished if students are marginalized by complexity of science language and troubling achievement gaps. This study describes a research relationship between a literacy researcher and classroom science teacher. Working together, a vocabulary assessment and definitional activities were developed. Mixed-methods analysis revealed significant improvements in students’ use of science language in spoken and written forms.

Authors

• H. Emily Hayden, Iowa State University

• Anupma Singh, Iowa State University

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