Fostering Equitable Science Instruction With Text-Rich Investigations for Online and Face-to-Face Teaching

• In Event: Effective and Equitable Literacy Instruction

Abstract

The purpose of this two-year qualitative inquiry was to compare challenges, breakthroughs, and processes demonstrated by a secondary school urban science teacher Design Team developing and piloting text-rich science investigations to engage and support all students’ attention to the Next Generation Science Standards (NGSS, 2013) in face-to-face and online, pandemic-driven teaching. This portion of a long-term formative design research project was to develop an Open Access Resource (OER) library of teacher-designed, text-rich science investigations to increase opportunities to learn science and literacy for historically underserved middle and high school students. The analysis revealed much about how teachers considered students’ literacies and other resources, along with the NGSS, allowing them to add to their unit library in important new ways.

Authors

• Kathleen A. Hinchman, Syracuse University

• Cynthia L. Greenleaf, WestEd

• Willard R. Brown, WestEd

• Heather Howlett, WestEd