Transcript Seeds of Science/Roots of Reading

A curriculum development and
research project funded by the
National Science Foundation
A collaboration between the Graduate School
of Education and the Lawrence Hall of Science
at UC Berkeley
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The Terrain of Science Education
Content
1940’s to 1960’s
The Terrain of Science Education
Content
Content
Inquiry
1940’s to 1960’s
1970’s to 1990’s
The Terrain of Science Education
Content
Content
Inquiry
1940’s to 1960’s
Content
1970’s to 1990’s
Inquiry
Disciplinary
Literacy
Skills
2000 to present
Engage students with firsthand and
secondhand investigations to make sense of
the world.
Using Text to Support Inquiry
Text
Experience
Both provide students with evidence about
the natural world.
Providing Context
•
•
•
Introduce domain
and/or context
Invite students to
engage with the
context
Connect to the
world outside the
classroom
Modeling
• Model inquiry
processes
• Model nature of
science
• Model literacy
processes
Supporting Firsthand Investigations
• Provide information
that facilitates firsthand
investigations
• Support students in
making sense of
firsthand investigations
• Inspire firsthand
investigations
Supporting Secondhand Investigations
• Provide data for students to interpret
•Numeric data
•Tabular data
•Graphs,maps,
and charts
•Photographs
•Scientific
illustrations
Delivering Content
• Deliver science
information
• Provide
information
explanation
about
unobservable
phenomena
Texts can play
multiple roles…
Approaches
TheCommon
Seeds/Roots
Approach
to Teaching Science
Inquiry-Only
Approaches
Hands-On
Experiences
Discussions
Do It
Text-Only
Approaches
Talk It
Reading
Read It
Writing
Write It
Engage students through multiple learning modalities.
Do it Talk it Read it
Write it
Thank You!
www.scienceandliteracy.org
This material is based upon work supported by the
National Science Foundation under Grant
#s ESI-0242733, 0628272 and 0822119.