30.029 - Integrating Literacy and Science to Promote Equitable Opportunities in Project-Based Learning: An Interdisciplinary Effort

Session Type: Symposium

Abstract

While there are a number of tenets associated with project-based learning that are consistent with teaching to promote equitable learning opportunities, research has not kept pace with hypothetical claims. In this three-paper session, we use cross-case comparisons to investigate learning opportunities, challenges, and outcomes of curriculum units designed to support third-grade students’ engagement and knowledge building in project-based learning that integrates English Language Arts and the three-dimensional learning goals (core ideas, cross cutting concepts, and scientific practices) identified in the Next Generation Science Standards (NGSS). The units feature innovative texts and multi-modal literacies designed to advance foundational skills and sensemaking of scientific phenomena. The session concludes with two discussants, a language literacy scholarship and a science education scholar.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1a: Literacy

Chair

• Joseph S. Krajcik, Michigan State University

Papers

• Approaches for Using Texts to Advance Literacy and Science Learning - Annemarie S. Palincsar, University of Michigan; Linda L. Kucan, University of Pittsburgh

• The Integrative Use of Multiple Texts and Writing to Support Knowledge Building in Science - Meredith Baker Marcum, University of Michigan - Ann Arbor; Miranda Fitzgerald, University of Michigan - Ann Arbor; Kirsten D. Edwards, Michigan State University; Annemarie S. Palincsar, University of Michigan

• Using Text for Problem Engagement and Modeling of Scientific/Engineering Practice - Miranda Fitzgerald, University of Michigan - Ann Arbor; Meredith Baker Marcum, University of Michigan - Ann Arbor; Kirsten D. Edwards, Michigan State University; Annemarie S. Palincsar, University of Michigan

Discussants

• P. David Pearson, University of California - Berkeley

• Eve Manz, Boston University