Young Learners Thinking Science

• In Event: Reimagining K–12 Disciplinary Literacy: Access, Engagement, and Innovation Across Subjects

Abstract

Developing scientific thinking and literacy at an early age lays the foundation for lifelong learning and curiosity. This session presents insights from the MORE (Model of Reading Engagement) program – an innovative framework designed to cultivate deep engagement with scientific texts among young learners. By integrating mental models and targeted vocabulary development. MORE empowers children to actively construct meaning and think critically about science content. The MORE program was originally designed as a full year experience for teachers and learners. A pilot study was conducted to determine the efficacy of training teachers to deliver the program as their summer school academic learning. The results of this pilot study will be shared, focusing on lessons learned from research-practice partnerships, a new vision for education research.

Objectives or Purposes: To determine the efficacy of teacher training and program implementation in 3-6 week summer school programs, across rural and urban settings, with multilingual learners.

Theoretical Framework: The theoretical framework for the MORE curriculum is learner engagement results in more effective learning of disciplinary content. The theoretical framework for the implementation of this research is the efficacy of teacher professional learning with coaching support.
Methods or Modes of Inquiry: The research methodology consisted of in-person observations on teacher facilitation of the MORE content and discussion protocols. The observations were conducted by two Research Assistants and efforts were made to develop inter-rater reliability.
Data Sources/Evidence: The data consisted of the analysis of the observations as well as a teacher survey about their implementation process of the MORE program.

Findings/Results: The findings highlighted the wide variability of teacher preparation and perceived ease of delivering the MORE program. Some data points seemed to be connected to the years of teaching experience of the participating practitioners.
Significance: This pilot study informs how to engage teachers in delivering an engaging academic program during a summer school program, which can be recreational or remedial. The research team learned about the importance of teacher professional learning and ongoing coaching, even in a summer school context. This session is aligned with the AERA theme of “Unforgetting Histories and Imagining Futures” in rethinking a summer school experience for typically marginalized learners which expanded their science literacy through discussion protocols and active peer engagement.

Author

• Pamela A. Mason, Harvard University