Disciplinary Literacy in Science Classes

1. Types of questions:
   1. Research Based, Current/Relevant, Observable/Measurable, Logical
      1. Research Based – an initial question that set the tone for the lesson but does not give all of the information to the students 
      2. Current/Relevant – questions that appropriate because they are closely connected to the lesson and impact today’s society 
      3. Observable/Measurable – the solution can be seen or quantified by the students
      4. Logical – a question that is precise and clear 
   2. Examples of such questions 
      1. How does the mass of a person affect how far they would travel out of a car when it crashes? (Robb, 2019)
      2. Will the more expensive brand of diaper hold more liquid than the store brand? (Foster-Wilhelm, 2019)
2. Methods of inquiry:
   1. Scientists are required to have evidence to support claims.  Must conduct extensive empirical and experimental research.
   2. Scientific Method
   3. The Culture of Science: Scientific Ethics from Vision Learning
3. Types of texts:
   1. Different disciplines value and engage with different types of texts
      1. Characteristics of texts in this discipline: well researched, and supported by valid evidence
         1. Includes examples and studies of the material for class
      2. Forms: Textbooks, hypotheses, studies, diagrams, dictionary, notecards
   2. The amount of research that the students will do to produce the evidence that they were looking for. By using the different types of sources, textbooks, hypotheses and diagrams, some will be visibly accessible to the data and focal points in the discipline
   3.  Citations: 
      1. CC.3.6.6-8: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (Standards)
      2. Mrs. Mercier, 2019. 
4. Disciplinary literacy practices:
   1. Scientists evaluate and analyze different texts for meaning and to d

1. develop their own theories and inform their research. Scientists can be broken down even further into specific disciplines like marine biology, anatomy, or chemistry where even more specific research is conducted.  
2. Analyzing graphs, tables, equations, pictures, scientific studies, theories, textbooks, journals, experiments. Reading textbooks in a linear fashion (i.e., concepts build on each other), using analogies to make connections, interpreting and analyzing research 
3. Citations: 

1. Engaging Students in Cycles of Inquiry

What specific ways can teachers engage students in authentic disciplinary cycles of inquiry (think back to the videos you’ve watched)

1. Use a variety of science texts 
   1. Teachers should give their students access to multiple forms of information, “such as handbooks, field guides, and graphic representations of data” (Cervetti & Pearson, 2012).  This will provide students with the opportunity to observe multiple scientists’ perspectives.  
2. Constructivist Learning Theory (Levitt, 2001) 
   1. Focus – “explore and ask for clarification of the ideas that children already have about the topic” 
   2. Explore – “enable children to engage in hands-on explorations” and “in direct, meaningful activities/explorations of the science concepts being investigated”
   3. Reflect – “encourage discussion of observations and to reconcile student ideas”
   4. Apply – “apply the learned concept to a new situation” (Levitt, 2001)
3. What are the benefits and limitations of the specific examples you provide? 
   1. Benefits: 
      1. Students are more engaged in their learning because they are investigating the topic.  
      2. Student learning is taken to the next level because the learning does not stop in that specific lesson — the skills and knowledge can be transferred and applied elsewhere.
   2. Limitations: 
      1. Schools might have limited access to a variety of science texts. 
      2. Schools might require that teachers use specific resources to teach the topics.  
4. Engineering and Scaffolding Success
   1. Five E’s: Before anything else, the students must be Engaged. The teacher provides a learning target for the day, reviews material that the students need to understand the day’s material, and provides a method of self-assessment. The the activity is assigned. Next, the students Explore by working through the activity and identifying concepts and processes throughout the activity. They then Explain with a small or large group discussion about what was observed. The teacher guides the students toward the content and fills in the blanks. The students then return to the activity or are given a new activity to Elaborate on what they’ve learned. They use the knowledge they’ve gained throughout the lesson to improve their own understanding and the understanding of their peers. Finally, they Evaluate by assessing their understanding and revisiting the learning target. 
      1. Example: Karen Levitt’s Constructivist Learning Cycle
   2. Benefits: Step by Step process that organizes information very well and, being a cycle, allows for re-evaluation

Limitations: if the students aren’t engaged, the rest of the lesson falls flat

1. Examining Words and Ways with Words
   1. Students are given vocabulary worksheets, dictionaries, science textbooks, classroom discussion, experiments, etc.
   2. For some students, the definitions may not be as clear and could use a more detailed explanation on the text/words used in the classroom. Benefits for the students can be working to come up with answers to the text/ vocabulary to increase their knowledge of the lesson. But the limitations could consist of those students who have trouble comprehending and need to go into more details of the context whether that be from teacher explanation or extra practice of the material.  
2. Evaluating Claims and ways with words
   1. “ a student who appreciates why people approach controversial issues in her discipline from different perspectives is more likely to see and appreciate the reasons people approach social controversies from different perspectives. By the same token, a student who evaluates knowledge claims in his major by reference to the strength of the evidence in support of conflicting hypotheses would also be more inclined to evaluate contradictory claims about current moral issues by reference to the weight of available evidence”  (King 2000)
      1. “To achieve this and related objectives, instruction must incorporate intellectual challenge and activity; opportunities for creative or original work; finding and using information and translating that information into coherent communication; and opportunities to produce original work rather than simply recalling information. This is supported by IDEA research finding that instructors stressing this objective frequently stimulate students to intellectual effort (#8), introduce stimulating ideas about the subject (#13), ask students to share ideas (#16), and assign work that requires original or creative thinking (#19).”

References:

Anderson, Kevin. “Text Complexity in Science – Resources for Teachers.” Wisconsin Department of Public Instruction, Wisconsin DPI , 4 May 2018, dpi.wi.gov/science/disciplinary-literacy/text-complexity.

Iding, M. K. (1997). How analogies foster learning from science texts.    Instructional Science, 25(4), 233–253. doi: 10.1023/a:1002987126719

Diep, Francie. “Reading Techniques Help Students Master Science.” Scientific American, 11 June 2014, http://www.scientificamerican.com/article/reading-techniques-help-students-master-science/.

Levitt, Karen. (2001). “The Learning Cycle and Constructivist Learning.” Duquesne University.

Cervetti, G., & Pearson, P. D. (2012). Reading, writing, and thinking like a scientist. Journal of Adolescent and Adult Literacy.

King, P. (2000). Learning to make reflective judgments. In Baxter-Magolda, M. B. Ed.), “Teaching to promote intellectual and personal maturity.” New Directions for Teaching and Learning, 82. San Francisco: Jossey-Bass.

IDEA Item #8 “Stimulated students to intellectual effort beyond that required by most courses,” Nancy McClure

IDEA Item #13 “Introduced stimulating ideas about the subject,” Michael Theall

IDEA Item #16 “Asked students to share ideas and experiences with others whose backgrounds and viewpoints differ from their own,” Jeff King

IDEA Item #19 “Gave projects, tests, or assignments that required original or creative thinking,” Cynthia Desrochers