Integrating Disciplinary Literacy Strategies into Inquiry-based Middle School Science Instruction (Stage 1, 4:38 PM)

• In Event: e-Lightning Ed-Talk Session 9 - Stage 1

Abstract

This study explores how middle school science teachers incorporate disciplinary literacy strategies into inquiry-based instruction through a three-year professional development (PD) program. This study draws on an integrative disciplinary literacy framework including writing-to-learn, reading-to-learn, discussion, and multimodality. We analyzed 18 lesson videos taught by three middle school science teachers across three PD phases. Results showed that teachers shifted from low-level literacy activities, predominant teacher-led discourse, to more reflective, collaborative, and multimodal tasks, and student-led discourse. Teachers also integrated more higher-order literacy and peer discourse in guided inquiry over time, where students engaged in evidence-based arguments, data analysis, and dialogic discussions. Our findings demonstrate the effectiveness of three-year teacher PD in developing contextualized science lessons with integration of disciplinary literacy.

Authors

• Raju Ahmmed, University of Houston

• Jie Zhang, University of Houston

• Sissy S. Wong, University of Houston

• Laveria Hutchison, University of Houston

• Samuel Katende, University of Houston