This volume brings together evidence-based approaches to interdisciplinary language arts and science instruction. Firmly grounded in the research showing cognitive parallels between the two subjects, and reflecting the many recommendations in recent years for using interdisciplinary instruction at the elementary level, its goal is to help teachers effectively use this kind of instruction in elementary classrooms. The book is organized around three themes:
*Introduction to Interdisciplinary Science and Language Arts Instruction;
*The Influence of Interdisciplinary Science and Language Arts Instruction on Childrens Learning; and
*Research on Preparing Elementary Teachers to Use Interdisciplinary Science and Language Arts Instruction
Each chapter summarizes the research on its focal topic. Examples of research applied to practice, and questions and prompts for discussion and reflection help readers apply what they are reading in their own classroom contexts. Teacher educators and prospective and practicing elementary teachers everywhere will benefit from this overview of current research and practice in interdisciplinary science and language arts instruction.
Contents: Preface. Part I:Introduction to Interdisciplinary Science and
Language Arts Instruction.V.L. Akerson, T.A. Young, Why Interdisciplinary
Language Arts and Science Instruction? J.C. Richards, Interdisciplinary
Teaching: History, Theory, and Interpretations. T.D. Sadler, Sociocultural
Perspective on Scientific Literacy and Learning Science. Part II:The
Influence of Interdisciplinary Science and Language Arts Instruction on
Children's Learning.J.A. Morrison, Teachers Use of Science Notebooks to
Assess Understanding of Science Concepts. D.T. Crowther, J.R. Cannon, Using
the THC Model of Science Investigation and Science Notebooking in Elementary
and Middle-Level Science Classrooms. D.A. Powell, R.J. Aram, Children Publish
in Science as a Way of Knowing. D. Crowther, M. Robinson, A. Edmundson, A.
Colburn, Preparing English Language Learners in the Science Classroom. C.
Gile, Inquiry Curriculum in the Primary Grades. Part III:Research on
Preparing Elementary Teachers to Use Interdisciplinary Science and Language
Arts Instruction.W.P. Bintz, S. Moore, Using a Literature-Based Text Cluster
to Teach Science. J.C. Richards, K.T. Shea, Interdisciplinary Teaching in the
Primary Grades: Preservice Teachers Dilemmas and Achievements Connecting
Science, the Arts, and Reading. J.A. Morrison, Using Science Notebook Writing
to Promote Preservice Teachers Understanding of Formative Assessment. I.
Graves, T. Phillipson, Using Critical Literacy in the Science Classroom. S.J.
Britsch, D.P. Shepardson, CLASP: An Approach to Helping Teachers Interpret
Childrens Science Journaling. L.Y. Lu, Semiotics for Integrating Geosciences
Into Literacy in Teacher Education. V.L. Akerson, Using Action Research
Projects to Help Preservice Elementary Teachers Effectively Use
Interdisciplinary Language Arts and Science Instruction.Part IV:Conclusions
and Recommendations. V.L. Akerson, T.A. Young, What Do We Know From Our
Research? What Do We Still Need to Know? Conclusions and Recommendations.
Valarie L. Akerson
More info about Taylor & Francis e-books