47.032 - Science Disciplinary Talk in K–2 Classrooms: Developing Supports for Teachers

Session Type: Symposium

Abstract

This session highlights findings from the [Name] research project that is focused on promoting rich science discussion in early elementary classrooms. With ambitious new standards in both science and English Language Arts calling for improved disciplinary oral language instruction in early elementary classrooms, better understanding what young students’ science discussions may look like and how teachers can support these discussions is critical. The session features three presentations that are focused on: (1) the development and validation of an observational measure to support teachers’ practice; (2); the design and implementation of curricular units; and (3) an examination of how one teacher used curricular activities to promote word consciousness. Following the three presentations, an expert discussant will provide commentary about the papers.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1d: Science

Chair

• Amelia Wenk Gotwals, Michigan State University

Papers

• Characterizing Science Talk in Early Elementary Classrooms: The Development of an Observational Tool - Tanya S. Wright, Michigan State University; Amelia Wenk Gotwals, Michigan State University; Lisa Domke, Michigan State University

• Starting With Students' Ideas: How Teachers Use and Modify Curricula to Elicit Students' Incoming Ideas - Kirsten D. Edwards, Michigan State University; Christa Haverly, Michigan State University

• Capturing Word Consciousness Talk in Kindergarten Science Lessons - Blythe E. Anderson, Michigan State University; Tanya S. Wright, Michigan State University

Discussant

• Elizabeth A. Davis, University of Michigan