This annotated bibliography is a professional development
resource for elementary teachers. Organized and presented as a 3 x 4 matrix,
the bibliography helps teachers think about science and literacy connections.
It provides a guide for the teaching of particular skills at appropriate
times. More...
By clicking on the link within each cell,
you will find an annotated bibliography of resources that touch upon that
topic.
|
Student Writing |
Student Reading |
Student Speaking and Listening |
|
| Inquiry Stage One: Engage and Explore |
Purposes: Types of writing: |
Purposes: Types of books: |
Purposes: Types of settings: |
|
Inquiry Stage Two: Design and Conduct Scientific Investigations |
Purposes: Types of writing: |
Purposes: Types of books: |
Purposes: Types of settings: |
| Inquiry State Three: Analyze and Interpret Data |
Purposes: Types of writing: |
Purposes: Types of books: |
Purposes: Types of settings: |
|
Inquiry Stage Four: Present Findings and Understandings
|
Purposes: Types of writing: |
Purposes: Types of books: |
Purposes: Types of settings: |
This matrix is based on a chart that was included in Supporting
the Science-Literacy Connection, part of the book Learning
Science and the Science of Learning: Science Educators' Essay Collection,
edited by Rodger Bybee (NSTA Press, 2002). The chart draws from the
inquiry
standard of the National Science Education Standards (NRC, 1996)
to define inquiry as a four-component or four-stage process for developing
understanding: (1) engagement and exploration, (2) design and conduct
of scientific investigations, (3) analysis and interpretation
of data, and (4) presentation of findings and understanding. Each of
these
stages uses reading, writing, and speaking and listening for specific
purposes and, therefore, requires customized strategies for language
instruction.
View the List of Selected Resources to review
the names of all books included in this matrix.
This material is based upon work supported by the National Science Foundation under Grant No. 0304104. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
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