Instruction at the Intersection of Language Literacy and Science Literacy in Elementary Project-Based Learning

• In Event: Teacher Change of Practice Across Contexts: Case Studies of Large-Scale Project-Based Science Curriculum Enactment

Abstract

Purpose. This case focuses on one third-grade PBL unit, in which the class studied the roles of force and motion in engineering design to answer the Driving Question: How can we design fun moving toys other kids can build? The purpose of this paper is to investigate curriculum materials and one teacher’s instruction at the intersection of language literacy and science in a third-grade classroom engaged in PBL. The curriculum in use was designed to take advantage of the synergies between teaching literacy and science. We ask: How did the teacher enact and mediate students’ uses of literacy resources in an elementary-grade PBL unit that integrates literacy and science?

Perspectives. Reading comprehension can be explained and supported by considering the reader, text, activity, and sociocultural context in which the activity takes place (RRSG, 2002). Rather than viewing readers as passive recipients of ideas, we view comprehension as an act of reflective action, in which readers leverage ideas in text to embody roles as storytellers, arguers, and explainers (Anderson, 2018). This case focuses on curriculum and instruction designed to promote active and meaningful uses of literacy resources, such as text, in the context of PBL.

Data and Methods. We drew on multiple sources of data to construct a descriptive case study (Stake, 1995) focused on one teacher’s instruction in a demographically and academically diverse third-grade classroom. Data sources include curriculum materials, field notes, enactment transcripts, and teacher and student interviews. Our approaches to analysis included open and analytic coding (Dyson & Genishi, 2005), connecting analysis (Maxwell, 2013), and triangulation across data sources.

Findings. We construct our case around the teacher’s enactment of one text, a biography of NASA engineer Dr. Lonnie Johnson who designed the Super Soaker. This text is included in the focal PBL unit. We found that the teacher enacted and mediated students’ uses of this text by: (a) situating the text within the larger PBL unit, (b) supporting students to build related first-hand
experiences and background knowledge before reading, (c) making connections to students’
prior knowledge and experiences to support reading, (d) supporting students to read strategically, (e) engaging students in noticing and using science and engineering practices, (f) introducing and encouraging students’ use of science language, and (g) using the text to anchor later unit experiences.

Significance. There are undeniable disparities in students’ access to educational opportunity. Schools that most need to increase student achievement frequently serve minoritized and low-income students. These schools often respond by narrowing the curriculum and emphasizing rote instruction in reading and mathematics to the exclusion of opportunities for deep disciplinary or integrated learning (NASEM, 2019). This year’s conference theme asks how scholars can demonstrate greater care about what happens in classrooms and address educational problems. Our approach is the design and close study of curriculum and instruction that address disparities by providing ambitious and engaging learning opportunities in which students are supported to engage in disciplinary literacy. In partnership with teachers, we are learning how to provide this support.

Authors

• Miranda Fitzgerald, University of North Carolina - Charlotte

• Annemarie S. Palincsar, University of Michigan