Reading and Writing in the Service of Inquiry-Based Science

Gina N. Cervetti · P. David Pearson · Marco A. Bravo · Jacqueline Barber

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Science Education and Pedagogy Reading and Literacy Development Evolution and Science Education

Abstract

In this paper, we present a working model of the science-literacy interface. This model has guided our development of curriculum units for the Seeds of Science/Roots of Reading program and is currently being empirically tested through that program. We believe that we have a genuine contribution to make to the conversation about the science-literacy connection, but believe also that all who care about this interface, ourselves included, need to move beyond theoretical ruminations about the benefits of integration to tough-minded empirical examinations. We are pleased to report that we are in the process of gathering evidence that speaks directly to the science-literacy connection, but our work is still too preliminary to allow us to speak with great confidence about instructional implications and recommendations that could assist teachers in promoting synergy between science and literacy. Nonetheless, we do have a message, in the form of a model that might guide teachers, as it has guided us, in shaping an appropriate and supportive role for text and for literacy practices in inquiry-based science. What we have are some very good hunches that come with several sources of support, none of it definitive but all of it consistent in pointing to these synergies. First, there is a some good theory about the efficacy of integrated curriculum (see Gavelek, Raphael, Biondo, S. M., & Danhua, 2000; Yore, Hand, Goldman, Hildebrand, Osborne, Treagust, & Wallace, 2004). Second is a body of loosely related cognitive research and an even smaller corpus of solid instructional research (e.g., Guthrie & Ozgungor, 2002, and Hapgood, Magnusson, & Palincsar, 2004). Third is the professional wisdom embodied by analyses of the very best practices of our very best teachers (e.g., Pressley,

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References

1991Handbook of reading research 1991Talking science: language, learning, and values 2000?Doing the lesson? or ?doing science?: Argument in high school genetics 2013Fundamentals of Argumentation Theory 1992Thinking as Argument 1988Teaching Vocabulary to Improve Reading Comprehension 2000Multimodality: Challenges to Thinking about Language 2004Language in the Science Classroom: Academic Social Languages as the Heart of School-Based Literacy

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2011Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom 2014Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach 2008Journeys into inquiry‐based elementary science: Literacy practices, questioning, and empirical study 2020STEM for Inclusive Excellence and Equity 2014Reading Engagement in Social Studies: Exploring the Role of a Social Studies Literacy Intervention on Reading Comprehension, Reading Self-Efficacy, and Engagement in Middle School Students with Different Language Backgrounds

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