Crossing borders in literacy and science instruction: perspectives on theory and practice
What is the connection between literacy and science learning? How does knowledge in one area affect learning in the other? How can teachers provide meaningful science-literacy connections for your students? This collection answers these questions and more so that the reader can balance instruction to maximize their students' learning.
The chapters address the literacy-science connection and how it translates into classroom practice. Topics covered include the role of reading and writing in science instruction, improving science and science literacy in schools, choosing science trade books and textbooks, and a review of the research and strategies that work.
Contributors such as Jay L. Lemke, James Paul Gee, Robert E. Yager, and Christine C. Pappas go beyond the links between science and language to help teachers to comprehend the complex relationship between the two areas of study.
Understanding this complex relationship is the first step in transforming the readers teaching practice. 'Crossing borders in literacy and science instruction' will prompt the reader to consider how to develop better literacy and science curricula to best fit their students' needs.
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