Examining U.S. Primary Science Classes as Reflected in Practitioner Literature: A Disciplinary Literacy Approach

• In Event: Supporting Teachers and Students Toward Scientific Literacies In Meaningful Contexts

Abstract

This study scrutinized science lessons in the past ten years in the US, as reflected in the Science and Children journal, investigating the incorporation of science and literacy in elementary education. Our findings revealed that speaking, writing, and vocabulary were the most prevalent science literacy activities. Interestingly, language production surpassed language comprehension, with less emphasis on reading and listening skills. Regarding science practices, asking questions, planning, analyzing, and explaining were dominant, and computational thinking and scientific communicative skills were much less promoted. When it came to ELLs1, we realized that despite the resources available to them, teachers seem to be less involved in supporting their literacy needs, especially in terms of reading and writing.

Authors

• Farnaz Avarzamani, Arizona State University

• Samira Golshani

• Ying-Chih Chen, Arizona State University