Implementing an in-depth expanded science model in elementary schools: Multi-year findings, research issues, and policy implications

Romance, Nancy R.; Vitale, Michael R.

doi:10.1080/09500690116738

Cited by 68 publications

(39 citation statements)

References 32 publications

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“…The writing styles often contain familiar language, a friendly tone, and storylines that place science concepts in a familiar context to allow for greater understanding and maintain students' interest (Butzow and Butzow 2000). Experimental programs that have replaced textbooks with trade books reported successful learning by students in both science and reading (Guthrie et al 1999;McMahon et al 2000;Romance and Vitale 2001). Research has also suggested that students who are taught science using trade book literature as supplements to textbooks are better able to understand difficult scientific concepts, and are more likely to read science-based books on their own (Moore and Moore 1989;Morrow et al 1990).…”

Section: Early Science Literacy: What Do Trade Books Contribute?mentioning

confidence: 97%

The Contribution of Trade Books to Early Science Literacy: In and Out of School

et al. 2008

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Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e., a literary work intended for sale to the general public) in North American school classrooms to support the development of science literacy invites an examination of the quality of science content disseminated to students. A total of 116 trade books were examined to: (a) determine the degree to which science trade books complement expected science knowledge outcomes outlined in school curricula, and (b) compare trade book content to the goals of scientific literacy. Analysis across four science topics, Dinosaurs, Space, Inheritance, and Growth and Life Properties, revealed that this body of children's literature is inconsistent in its coverage of curricular goals and elements of scientific literacy. Because trade books represent children's first exposure to science, these shortcomings should be addressed if these books are to be maximally effective in promoting science literacy. Implications for using trade books in the classroom are discussed.

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Section: Early Science Literacy: What Do Trade Books Contribute?mentioning

confidence: 97%

The Contribution of Trade Books to Early Science Literacy: In and Out of School

et al. 2008

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“…In the CORI program (e.g., Guthrie, McRae, & Klauda, 2007), students read a range of science trade texts, including stories, informational books, and poems, in support of their investigations. In IDEAS (e.g., Romance & Vitale, 2001), students read from science textbooks and trade books.…”

Section: Lesson 3: Texts Should Make Science Inquiry Smarter Not Dumbermentioning

confidence: 99%

Reading, Writing, and Thinking Like a Scientist

Cervetti¹,

Pearson²

2012

J Adolescent & Adult Lit

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In this commentary, the authors bring insights from their work on science‐literacy integration at the elementary level to bear on the ongoing conversation about disciplinary literacy at the middle and secondary levels. In particular, the authors discuss what they have learned about inquiry, disciplinary reading strategies, and the role of text in disciplinary learning. The authors conclude that reading, writing, and language are best viewed as closely tied to inquiry and meaning‐making in different disciplines, and, as such, are best positioned as a set of tools used to support student involvement in the unique practices of each discipline.

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“…Teachers recorded questions on a clipboard as they circulated, and wrote them on chart paper during a group discussion. This integration of hands-on, or first-hand, investigations with text-based, or second-hand, investigations is supported by a number of research studies (e.g., Anderson & Guthrie, 1999;Palincsar & Magnusson, 2001;Romance & Vitale, 2001).…”

Section: Table 1 Examples Of Activities With Differing Levels Of Authmentioning

confidence: 99%

Authentic Literacy Activities for Developing Comprehension and Writing

Duke

Purcell‐Gates

Hall

et al. 2006

The Reading Teacher

109

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Authentic literacy activities in the classroom replicate and reflect literacy activities that occur in people's lives outside of school and instructional contexts. A growing body of research supports use of such activities in teaching and learning. The authors elaborate on the definition of authentic literacy, describe supporting research and theory, and give examples of authentic literacy activities documented in a research study. They identify strategies teachers can use to implement these activities for reading and writing, focusing particularly on science instruction.

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Implementing an in-depth expanded science model in elementary schools: Multi-year findings, research issues, and policy implications

Cited by 68 publications

References 32 publications

The Contribution of Trade Books to Early Science Literacy: In and Out of School

The Contribution of Trade Books to Early Science Literacy: In and Out of School

Reading, Writing, and Thinking Like a Scientist

Authentic Literacy Activities for Developing Comprehension and Writing

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