Investigating Literacy-Infused Science Strategies Enactment Among Seventh-Grade Science Teachers

• In Event: Communities, Collaborations, and Contexts of Science Teaching

Abstract

The latest science results from the National Assessment of Educational Progress showed that science scores have increased since 2009. However, the amount of students who fall below the basic level of understanding remains at more than 30% for eighth-grade students. Researchers have found that the language of science may be a significant barrier to student comprehension. Over the past 30 years, researchers have advocated for integrating effective literacy strategies into the science curriculum to assist students in science and reading outcomes. We investigated the impact of literacy-infused science virtual professional development sessions on a group of participating teachers in a federally-funded project investigating science teaching and learning across a large southwestern state.

Authors

• Allison Margaret Esparza, Texas A&M University - College Station

• Kenneth John Fleming, Texas A&M University - College Station

• Huiwen Pang, Texas A&M University - College Station

• Henan Zhang, Texas A&M University

• Cindy Lynn Guerrero, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station