Event Title
Differences in Student Written Reflections During Participation in a Science Disciplinary Literacy Curriculum
Date of Publication
2-4-2021
Document Type
Presentation
Abstract
Many early elementary students will opt out of persisting in science-related fields because they do not feel it connects to their identities. Explicit exposure to authentic science, and ways scientists use language (e.g., science-specific disciplinary literacy), may help students feel that they are members of the science community of practice. This study explores differences between 2nd grade students written reflections for those exposed to instruction in disciplinary literacy and those who only participated in science inquiry activities. Students in classrooms implementing the disciplinary literacy activities were more likely to include drawings in their reflections. Implications and next steps are discussed.
Keywords
Science, Curriculum, Elementary
Persistent Identifier
http://hdl.handle.net/10950/2915
Differences in Student Written Reflections During Participation in a Science Disciplinary Literacy Curriculum
Many early elementary students will opt out of persisting in science-related fields because they do not feel it connects to their identities. Explicit exposure to authentic science, and ways scientists use language (e.g., science-specific disciplinary literacy), may help students feel that they are members of the science community of practice. This study explores differences between 2nd grade students written reflections for those exposed to instruction in disciplinary literacy and those who only participated in science inquiry activities. Students in classrooms implementing the disciplinary literacy activities were more likely to include drawings in their reflections. Implications and next steps are discussed.