Third-Grade Science Teachers' Perceptions of an Online Literacy-Infused Science Intervention (Poster 47)

• In Event: AERA Poster Session Two
  In Poster Session: Technology-Based Environments and Engagement

Abstract

As a result of the COVID-19 pandemic, the shift to online instruction for core subjects increased substantially. This study examined teacher perceptions of the teaching and learning impact of an online literacy-infused science (LIS) intervention for third-grade students in rural schools across Texas. The online intervention was delivered by teachers connecting virtually with students to provide two 45-minute science lessons over four weeks. Qualitative analysis of teacher focus group interview data was completed. Four major themes emerged. These included: a) helpfulness of integrating more LIS strategies in science teaching; b) more opportunities for science inquiry and hands-on learning; c) students use more academic language and make connections; and d) increased student learning interest and confidence in science.

Authors

• Kara Sutton-Jones, Texas A&M University
  Presenting Author

• Andrea McMurray, Texas A&M University
  Presenting Author

• Xiaoyu Yang, Texas A&M University
  Presenting Author

• Henan Zhang, Texas A&M University
  Presenting Author

• Rafael Lara-Alecio, Texas A&M University
  Non-Presenting Author

• Fuhui Tong, Texas A&M University
  Non-Presenting Author

• Cindy L. Guerrero, Texas A&M University
  Presenting Author

• Huiwen Pang, Texas A&M University
  Presenting Author

• Beverly J. Irby, Texas A&M University
  Non-Presenting Author