Understanding the Use of Children's Literature in Science Classrooms From the Perspective of Multimodality: A Case Study of Preservice Science Teachers' Experience and Perceptions in an Initial Teacher Certification Program

• In Event: AERA Graduate Student Research in Progress Roundtable Session One
  In Roundtable Session: Teaching Science: Practitioner Knowledge, Self-Efficacy, and Retention (Table 16)

Abstract

The integration of literacy and science education is required by Common Core State Standards and Next Generation Science Standards and advocated by educators and researchers. However, an urgent need still exists for practical and guiding teaching practices in science education that can strengthen the synergies between literacy and science education and help develop the 21st competencies. This ongoing case study in a science method course in an initial teacher certification program focuses on understanding preservice science teachers' experience and perceptions of children's literature in science education from the perspective of multimodal literacy and is expected to shed light on the interdisciplinary learning and the development of the 21st-century competencies through the use of children's literature.

Author

• Yuyan Jiao, Baylor University
  Presenting Author