Integrating Science and Literacy Instruction With a Common Goal of Learning Science Content

2004 ◽  
pp. 395-405
Author(s):  
Harold Pratt ◽  
Norby Pratt
Keyword(s):  
Literacy Instruction ◽  
Learning Science ◽  
Science Content ◽  
Common Goal

Applications of Mnemonic Strategies with Students with Mild Mental Disabilities

1994 ◽  
Vol 15 (1) ◽  
pp. 34-43 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs ◽  
Mary E. S. Whittaker ◽  
Jeffrey P. Bakken
Keyword(s):  
Special Education ◽  
Social Studies ◽  
Special Education Teachers ◽  
Learning Science ◽  
Science Content ◽  
Mental Disabilities ◽  
Students First ◽  
Research Findings ◽  
Time Periods ◽  
Mnemonic Instruction

This paper reports the results of two classroom applications of mnemonic instruction with students with mild mental disabilities (see note). These applications were developed based upon previous research findings and implemented by special education teachers in their classrooms over extended time periods. In both applications, regularly assigned curricula were adapted to include the use of mnemonic strategies. In the first application, the strategies were supplied by the teacher to facilitate the learning of social studies content. In the second application, students first used teacher-made strategies and later assisted the teacher in generating “class” mnemonic strategies for learning science content. Results of both applications suggest that students successfully learned content using the mnemonic strategies and reported enjoying instruction when the strategies were used. Findings are discussed in relation to future applications by teachers.

scholarly journals Describing the Experiences of Students with ADHD Learning Science Content with Emerging Technologies

2021 ◽  
Vol 24 (1) ◽  
pp. 1-34
Author(s):  
Rebecca Hite ◽  
◽  
Gina Childers ◽  
Gail Jones ◽  
Elysa Corin ◽  
...  
Keyword(s):  
Science Learning ◽  
Emerging Technologies ◽  
Multiple Representations ◽  
Virtual Learning Environment ◽  
Learning Science ◽  
Science Content ◽  
Virtual Presence ◽  
Students With Adhd ◽  
Scientific Phenomena

Emerging technologies, such as virtual reality, haptics, and 3-dimensionality, provide novel opportunities to allow students to investigate scientific phenomena by fostering perceptions of virtual presence, the feeling of being sensorially immersed and authentically interacting within a computer-generated virtual learning environment (VLE). Neurotypical learners are largely represented in VLE research on science learning, with fewer with neurodivergent learners, such as students with ADHD. This descriptive case study sought to address the dearth in the literature on neurodivergent students’ experiences, with emerging technologies, for learning science. Specifically, the case describes the extent to which neurodivergent learners experience the affordances of VLEs for science learning, as compared to their neurotypical peers, in: zooming, spatially orienting and rotating objects, viewing multiple representations and abstract processes in real-time, as well engaging in risk through multiple trials. Five middle grades students (diagnosed with ADHD) were assessed and observed using a tool (zSpace) that combines emerging technologies to learn cardiac anatomy and physiology. Students’ utterances of virtual presence and technological affordances were coded, and frequency counts and percentages were calculated, both individually and collectively. The results found that students most described sensory (41%), control (30%), and realism (26%) constructs with fewer reports of holding their attention (3%). Analyses of cardiac assessments found gains in scores for spatial rotation and viewing abstract processes, no change in score in viewing multiple representations, and a decrease in scores for spatial orientation. This case study provides unique insight into the needs of neurodivergent learners when using emerging technologies for science learning.

scholarly journals Book Review

2004 ◽  
Vol 3 (3) ◽  
pp. 152-154 ◽  
Author(s):  
Karen E. Kalumuck ◽  
Kristina Doss
Keyword(s):  
Cell Biology ◽  
Science Curriculum ◽  
National Institutes Of Health ◽  
Learning Science ◽  
Human Genetic Variation ◽  
Science Content ◽  
The Many ◽  
K 12 ◽  
The Impact

The National Institutes of Health publishes a series of science curriculum supplements for K-12 education that are available from their Web site free of charge ( http://science.education.nih.gov/supplements ). In this feature, we review two of the high school supplements, Human Genetic Variation and Cell Biology and Cancer. Overall, we find that they are both excellent resources that engage students in learning science content while emphasizing the impact of scientific breakthroughs on personal and public health. In this review, we highlight the many strong features of the curricula and point out instances in which teachers may wish to seek out supplemental, updated information.

scholarly journals Authentic science in the classroom—students’ perceptions of their experiences

2019 ◽  
Vol 15 (3) ◽  
pp. 299-312
Author(s):  
Jenny Sullivan Hellgren
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Learning Science ◽  
Science Content ◽  
Authentic Science ◽  
Hands On ◽  
High Degree ◽  
Lower Secondary Schools

The purpose of this study is to characterize how students experience taking part in authentic research, specifically through the Medicine Hunt, a project designed to increase motivation for science and understanding of research in the Swedish secondary school. The study also investigates potential differences in students’ experiences related to context, in terms of participating in the Medicine Hunt in different classrooms. Twenty-four students from three Swedish lower-secondary schools participating in the Medicine Hunt were interviewed. The main result is that students’ experiences were positive and related to science. Their focus is to a large extent on authentic science, and covers many of the aspects the Medicine Hunt is aiming to introduce in school, like the hands-on and inquiry-based ways of working and the opportunity to do what scientists do. Students’ answers are also to a high degree connected to the science content and to learning science. Few differences in students’ experiences related to the different classrooms were found.

A Comparison of General and Content-Specific Literacy Strategies for Learning Science Content

2016 ◽  
Vol 25 (2) ◽  
pp. 77-96
Author(s):  
Deborah K. Reed ◽  
Kelly Whalon ◽  
Devon Lynn ◽  
Nicole Miller ◽  
Keely Smith
Keyword(s):  
Learning Science ◽  
Science Content ◽  
Literacy Strategies

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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