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Science and Literacy: Exploiting the Synergies. P. David Pearson, Suzy Loper, Megan Goss UC Berkeley. Slides and LOTS OF OTHER STUFF available at WWW.SCIENCEANDLITERACY.ORG. Overview of goals for this morning. - PowerPoint PPT Presentation
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Science and Literacy: Exploiting the Synergies
P. David Pearson, Suzy Loper, Megan Goss
UC Berkeley
Slides and LOTS OF OTHER STUFF available at WWW.SCIENCEANDLITERACY.ORG
Overview of goals for this morning
Acquaint you with our perspective in the Seeds and Roots at Lawrence Hall of Science
Illustrate how the principles that underlie our work can be applied in any setting and program
Give you an opportunity to apply some of these principles to your own programs and classrooms
Useful paper
Cervetti, G., Pearson, P. D., Barber, J., Hiebert, E., Bravo, M. (2007). Integrating literacy and science: The research we have, the research we need. In M. Pressley, A. K. Billman, K. Perry, K. Refitt & J. Reynolds (Eds.), Shaping literacy achievement (pp. 157-174). New York: Guilford
Pre-Print available at WWW.SCIENCEANDLITERACY.ORG
What’s the difference between primary, secondary, and college teachers?
Their kids Their subject matter Themselves
Some preliminaries
I am not a science educator Literacy must de-center
More like learningLess like science or social studies
Knowledge acquisition tools Means not ends
Some more preliminaries
Legitimate threats to science education from literacy curriculaText dominationWord dominationWe’ll take care of it for you
Science educators are rightfully suspicious of literacy, especially text-driven science curriculum.
Apprehensions about text:
• Declarations of ‘fact’ not the scientific enterprise
• Misrepresentations • Eclipse inquiry
Many science educators are apprehensive about vocabulary instruction
Apprehensions about vocabulary:
Science as memorizing words (N = 3500) Words as the final goal How words get in the way of concepts
We’ll take care of it for you!
We’ll teach the students how to decipher content area texts
Not your responsibility as a science teacher.
Many have thought through the commonalities in cognitive processes: For example
Carin and Sund (1985). Teaching science through discovery, 5th Ed. Columbus, OH: Merrill.Many intellectual skills in common
Predicting Classifying Interpreting
Thinking as a common core
Baker, L. (1991). Metacognition, reading, and science education. In C.M. Santa and D.E. Alvermann (Eds.), Science learning: Processes and applications (pp. 2-13). Newark, DE: International Reading Association Formulating conclusions Analyzing critically Evaluating information relevance Establishing relationships Applying information to new settings
Existing Research: Conceptual accounts of relationships
Empirical work at the science and literacy interface
Guthrie: Concept-Oriented Reading Instruction (CORI).
Palincsar & Magnusson: Guided Inquiry Supporting Multiple Literacies (GIsML).
Romance & Vitale: In-depth Expanded Applications of Science (IDEAS)
Anderson, et al: Wondering, Exploring, and Explaining (WEE).
Pappas, Varelas, Barry, and Rife: Dialogically-Oriented Read Alouds
Learning from our predecessors
Integration is promising Can travel both ways
Lead with literacy, follow with science (Guthrie and CORI)
Lead with science, follow with literacy (Palincsar & Magnusson)
Making a virtue out of the Second and First Hand Investigations: Palincsar & Magnusson
Literacy can gain from science: Romance and Vitale
Today’s Report
Description and illustration of the principles that guide our work
Along the way…talk about the legitimate role of text in inquiry based science
Context for Our Work
NSF-funded Seeds of Science/Roots of Reading Project
Collaborators: UC-Berkeley’s Lawrence Hall of Science and Graduate School of Education
Revision of GEMS units to integrate literacy with firsthand science
Curriculum development and research
Our Entire Seeds and Roots Team
Literacy Marco A. Bravo Gina Cervetti Megan Goss Elfrieda Hiebert Carolyn Jaynes, Dvora Klein P. David Pearson Lisa Sensale Jennifer Tilson
Science Jacqueline Barber Josiah Baker Lynn Barakos Kevin Beals Lincoln Bergman Mary Connoly Jonathan Curley John Erickson Catherine Halversen Kimi Hosoume Suzanna Loper Carolyn Willard Suzy Loper
Progress to Date
Built a model of science-literacy integration
Applied that model to the development of 3 units for 2nd-3rd grade students and assessment system
Built a model of text accessibility Developed and produced 27 non-
fiction student readers that embody this model
Planned and are currently authoring another 56
Progress, continued
Developed and integrated an approach for accommodating language learners
A national, quasi-experimental research study involving 87 classrooms in 21 states
Planning a new national field trial in 160 classrooms in even more states
Engaged in several separate research studies regarding science-literacy integration Genre (narrative and straightforward informational) Lexical and syntactic complexity Spontaneous use of new vocabulary in writing Nature of the discourse in a lesson that “cooks”
Guiding Principles and Curricular Guidelines
Three Pillars of Integration
Engage students in firsthand and text investigations
Employ multiple modalities Capitalize on synergies between
science and literacy
Firsthand and Text Investigations
Premise: Text and experience can play a set of dynamic roles in the inquiry process and the learning cycle.
First and second hand investigations
Conduct Snail investigations about preferred environments and food
Read a “plausible narrative” in which other students conduct similar investigations
Compare results and account for discrepancies
Mirrors what scientists do when they “build on” the scholarly traditions within which they work.
Multiple Modalities
Science-Only (GEMS) Learn from first
hand experiences and reflection Doing Talking
Science/Literacy (Seeds/Roots)
• Learn through multiple learning modalities Doing Talking Reading Writing
Applying multiple modalities
Apply it to all activities/synergies Vocabulary
Use is the ultimate standard Knowledge Inquiry-Comprehension
Synergies
Science knowledge/conceptual vocabulary: Words are fundamentally conceptual
Science inquiry/reading comprehension: Science and literacy share core meaning-making strategies
Nature and practices of science/oral and written discourse: Science entails a discourse about the natural world
Synergy #1: Words are fundamentally conceptual
Definitions don’t make it Context of use helps, but not always Words are surface labels for semiotic
potentials: words are not the point of words (ideas are!).
Concentrate on the conceptual context--how does this concept relate to all of its siblings? Semantic networks Family resemblances
Lots of visual and verbal activity
Shelter
Habitat
Water
Food Organisms
Shoreline
Desert Forest
Transmit
Transparent
Translucent
Photo
Photograph
Photosynthesis
Vocabulary
Commit to a small set of core science words that together (and in combination with firsthand experiences and talk) help build a rich conceptual network
Print-rich environment (both reading and writing)
No gratuitous singletons
Increasing depth of knowledge Awareness
Acquaintanceship
Ownership Use it and manipulate it
Best accomplished by RWTD
The language of science
We have been able to identify, across a range of K-5 science texts, a set of “high utility” science words
Words that while not highly frequent in general discourse, recur with great regularity in science texts
We look for opportunities to use these words again and again in all of these language and experiential modes.
We also promote the deliberate use of specialized science terms
Promoting Scientific Language
Everyday Language Science Language
I saw I observed
I wrote I recorded
I think I predicted
I looked I Investigated
proof Evidence
home Habitat
Apply the multi-modal filter
At every opportunity in every part of the curriculum.
Read it Write it Talk it Do it
Synergy #2: Capitalizing on the cognitive synergies between inquiry and comprehension
Check the appropriate box
Cognitive Activity Literacy Science Both
Summarizing
Searching for information in a text
Engaging in discourse
Posing questions
Making explanations from evidence
Writing reflections
Making/reviewing predictions
Drawing inferences/conclusions
Some Shared Strategies
Activating Prior Knowledge
Establishing Purpose/Setting Goals
Making and Reviewing Predictions
Drawing Inferences and Conclusions
Recognizing Relationships
D
How do we know that these are really similar across science and literacy?
First, we cede the point that the nature of the evidence is fundamentally different
But…Can we see a fundamental cognitive
similarity between the processes widely used in science and literacy?
Can you use the same rubric to score activities in science and literacy
Shared Strategy CommonQuestions
Example in Science Example in Literacy
Activating priorknowledge
What do I alreadyknow?What do I knownow that I didn’tknow before?
Students use an anticipatorychart to monitor theirgrowing knowledge ofshorelines and the organismsthat live on shorelines.
Before reading a bookabout earthworms, studentsdiscuss what they havelearned from their hands-on observations ofearthworms.
Establishingpurposes-goals
Why am Ireading/doing this?What am I trying tolearn?What informationam I seeking?
Before engaging in guidedinvestigations of theirshoreline organisms,students write about whatthey want to learn throughtheir investigations.
Having investigated theeffects of oil spills througha series of hands-onscience activities, studentsdiscuss what they still wantto know before reading thebook, Black Tide.
Making-reviewingpredictions
What do I think isgoing to happen?
Students continually make,review, and revise theirpredictions about what willhappen in a worm bin—andthey document the growingevidence that soil is beingmade.
Students make predictionsabout what a habitatscientist is and does beforereading the book HabitatScientist; they review andrevise those predictionsduring and after reading.
Drawinginferences andconclusions
What does thismean?How do I explain x?
Students gather evidencefrom a bucket of beach sandto answer the question,“What is sand made of?”
Students use a scientists’sand journal to makeinferences about theorigins of sand samples.
Makingconnections-recognizingrelationships
What caused x?How are x and yrelated?How is x like/unlikey?
Students compare theadaptations of differentisopods.
Students use a referencereader about substances toselect ingredients that willhelp them make paint withparticular properties.
Can the same rubrics be used to evaluate student performance in both domains?
D
Making Predictions
1. Makes prediction with no apparent reasoning
2. Provides prediction supported by unrelated evidence
3. Provides prediction supported by related evidence
4. Is able to revise prediction to take into account additional evidence
5. Assesses the nature and quality of evidence
D
Evidence-based Explanations
1. Explanation does not refer to evidence2. Cites some evidence to support explanation3. Cites multiple pieces of evidence to support
an explanation4. Synthesizes evidence to create explanations
beyond what the students have been taught5. Assesses the nature and quality of the
evidence
D
Operating Theory: Comprehension Strategies are Inquiry Strategies!!
Comprehension and inquiry are the accepted meaning making strategies in science and literacy
Comprehension and inquiry share goals and strategies
D
Constructing meaning from experience
Synergy #3: Science is a Discourse
Science is all about language…but is more than words
Instead of avoiding scientific terminology and register, need to embrace it
Hands-on science is a venue for bringing the language of science to bear on experience
G
Postman, 1979 quote
Biology is not plants and animals, it is a language about plants and animals.
Astronomy is not planets and stars. It is a way of talking about planets and stars" (p. 165).
Teaching Discourse
Environment rich in language of science
Select generative vocabulary Use everyday language as a
conceptual bridge Immerse students in investigations to
bind language to activity
G
Teaching Discourse Discourse circles:
talk about experiments Deal with challenging conceptual problems: Is this sand
old or new? What does the evidence tell us? a place to practice talking science A place to learn something about the nature of science
Communicate with one another Disagreement can be functional Gather evidence to adjudicate competing claims
Reflect on our learning How are we doing? How were we acting like scientists? How compelling is our evidence? What do we need to work on?
Writing: Writing as Scientists Do
Observing and recording
Writing reports to communicate findings
Writing procedural texts
Writing descriptive texts QuickTime™ and aTIFF (Uncompressed) decompressor
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With important discourse elements, including vocabulary
Read it
Write it
Talk it
Do it
In any order and any combination
D
Text roles
Text can Support Inquiry Science
Providing Context Delivering Content Modeling Supporting Second-Hand Inquiry Supporting Firsthand Inquiry
Authenticity in Science
Deliver Content
Provide Context
Modeling
Supporting Second-hand Investigations
Supporting Firsthand Investigations
Scientists read to acquire new knowledge etc.
Scientists read to situate research in broad social themes
Scientists replicate others’ procedures and experiments
Scientists read and interpret others’ data and findings
Scientists use reference books to do their own work
Students learn about the natural habitat of butterflies
From the Trade Literature
Providing Context
From FOSS
Interview with chemist connects the students' work with mixtures and solutions to what chemists do
Providing Context
Providing Context
Invite students to engage with the context What if Rain Boots Were
Made of Paper? Introduce domain and/or
context Walk in the Woods
Connect to the world outside the classrooms Black Tide
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From the Seeds and Roots
Students seek out information about internal and external structures of the bat
G
From the Trade Literature
Delivering Content
From FOSS
This page shows info about atoms and molecules, including hydrochloric acid -- too small to see and not safe to work with, so good use of text to deliver content
Delivering Content
Delivering Content
Deliver science informationAll About Roots
Provide information and explanation about unobservable phenomenaSolving Dissolving
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From Seeds and Roots
Students read a model of systematic observation and recording over time
From the Trade Literature
Modeling
Modeling
A story about two students doing an investigation: models important aspects of the inquiry process like questioning, measuring carefully, etc.
From FOSS
Modeling
Model inquiry processesMy Nature Notebook
Model literacy processesSea Otter Report to their own reports
Model nature of scienceHabitat Scientist/Jellybean ScientistBiographical sketches of scientists at
work
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From the Seeds and Roots
Books can also model different genres of writing for student writing
Modeling
From Student Work
Students draw conclusions about the function of specific animal structures
From the Trade Literature
Supporting Secondhand Inquiry
Supporting Secondhand Inquiry
Data from the same investigation used as the "Modeling" example, for students to analyze and draw conclusions.
From FOSS
Supporting Secondhand Inquiry
Provide text-based experience with dataSnail Investigations In the same unit, they also plot their
own data.
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From the Seeds and Roots
From second to first hand inquiry
From Student Work
Supporting Secondhand Inquiry
Students use this book as a field guide to identify evidence of animals they see on a
nature walk
From the Trade Literature
Supporting Firsthand Inquiry
Supporting Firsthand Inquiry
A reference-book like page about ways to classify leaves, designed to use with a first-hand investigation in which students classify leaves
From FOSS
Supporting Firsthand Inquiry
Provide information that facilitates firsthand investigations Handbook of Interesting
Ingredients Support students in making
sense of firsthand investigations Gary’s Sand Journal
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From the Seeds and Roots
After reading Jess Makes Hair Gel…they had to try it for themselves!
BackSupporting Firsthand Inquiry
From Student Work
Text and Inquiry CycleProvide context
Deliver content
Model Support secondhand
inquiry
Support firsthand inquiry
1 Explore the topic X X X X
2 Ask a question X X
3 Make an hypothesis X X
4 Plan and conduct an investigation
X X
5 Record and organize data
X X
6 Analyze results X X
7 Make an explanation based on evidence
X X X X
8 Ask a new question X X
9 Communicate results X
Text and Learning Cycle
Provide context
Deliver content
Model Support secondhand
inquiry
Support firsthand inquiry
Engage X X
Explore X X X
Explain X X X X X
Extend X X X X
Evaluate X X X
Creating authentic, supportive texts is no mean feat
We work very hard to…Be true to the range of texts
scientists and citizens use to communicate about science
Never to compromise the integrity of the information
Strive for access, but not at any cost When it is too hard, go back to the drawing
board, don’t chop it up or just substitute easy words
Bottom line
Difficult journey Well worth the effort
Improved literacy Improved science Increased efficacy for
Students Teachers
Integration is tough…What happens when you try to integrate reading and math? The evolution of mathematics
story problems during the last 40 years.
1960's
A peasant sells a bag of potatoes for $10. His costs amount to 4/5 of his selling price. What is his profit?
1970's (New Math)
A farmer exchanges a set P of potatoes with a set M of money.
The cardinality of the set M is equal to $10 and each element of M is worth $1. Draw 10 big dots representing the elements of M.
The set C of production costs is comprised of 2 big dots less than the set M.
Represent C as a subset of M and give the answer to the question: What is the cardinality of the set of profits? (Draw everything in red).
1980's
A farmer sells a bag of potatoes for $10. His production costs are $8 and his profit is $2. Underline the word "potatoes" and discuss with your classmates.
1990's
A kapitalist pigg undjustlee akires $2 on a sak of patatos. Analiz this tekst and sertch for erors in speling, contens, grandmar and ponctuassion, and than ekspress your vioos regardeng this metid of geting ritch.
Author unknown
2000's
Dan was a man. Dan had a sack. The sack was tan. The sack had spuds The spuds cost 8. Dan got 10 for the tan sack of
spuds. How much can Dan the man have?
Reading and writing are better when they are tools not goals If we don’t realign the current curricular
imbalances, science and social studies may suffer… but ultimately reading and writing will suffer reading and writing are not about reading and
writing in general they are about reading and writing particular texts
that are grounded in particular experiences they both depend upon the existence, the
acquisition and the utilization of knowledge (note the comprehension revolution!)
not knowledge in general but knowledge of particular disciplines, domains of inquiry, topics, patterns, concepts, and facts
In short, the very stuff of subject matter curriculum!
NY Times, Tuesday, March 28, 2006
This is the model I don’t like
Science Social Studies Math English Language Arts
A model I like: Tools by Disciplines
Science Social Studies
Mathe-matics
Literature
Reading
Writing
Language
Academic Disciplines………..
Lang
uag
e T
ools
Early: Tools dominate
Science Social Studies
Mathe-matics
Literature
Reading
Writing
Language
Academic Disciplines………..
Lang
uag
e T
ools
Later: Disciplines dominate
Science Social Studies
Mathematics
Literature
Reading
Writing
Language
Academic Disciplines………..
Lang
uag
e T
ools
Weaving
mathliterature
Social studiesScience
ReadingWriting
Language
So what is the bottom line in the science-literacy interface?
In any order and any combination…In every order and every combination!
Talk itWrite it
Do it
Read it
Talk itDo it
Write it
Read it
How to Ease the Literacy-Science Tensions in the Current Educational Context
Literacy is eating up the school day-it has become the curricular bully
D
• Literacy doesn’t have to put science off the curricular stage-it can become a curricular buddy
Only a small phonological and orthographic shift…
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