How Science Texts and Hands-on Explorations Facilitate Meaning Making: Learning from Latina/o Third Graders

Autor/inn/en	Varelas, Maria; Pieper, Lynne; Arsenault, Amy; Pappas, Christine C.; Keblawe-Shamah, Neveen
Titel	How Science Texts and Hands-on Explorations Facilitate Meaning Making: Learning from Latina/o Third Graders
Quelle	In: Journal of Research in Science Teaching, 51 (2014) 10, S.1246-1274 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21173
Schlagwörter	Elementary School Students; Grade 3; Elementary School Science; Hands on Science; Hispanic American Students; Oral Reading; Science Instruction; Textbooks; Urban Schools; Qualitative Research; Discourse Analysis; Writing Assignments; Freehand Drawing; Observation; Science Experiments; Teaching Methods; Animals; Thinking Skills + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Textbook; Text book; Schulbuch; Lehrbuch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Qualitative Forschung; Diskursanalyse; Drawing; Zeichnen; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Animal; Tier; Tiere; Denkfähigkeit
Abstract	In this study, we examined opportunities for reasoning and meaning making that read-alouds of children's literature science information books and related hands-on explorations offered to young Latina/o students in an urban public school. Using a qualitative, interpretative framework, we analyzed classroom discourse and children's writing and drawing in a 3rd grade class during five instructional days that focused on the same science topic (earthworms and their features, behaviors, habitat, etc.) and included read-aloud sessions of print and digital books on earthworms along with observations and experiments with real earthworms. We identified ways in which dialogically shared read-alouds of children's literature science books on earthworms became tools for children's meaning making that involved a variety of types of reasoning (causal, teleological, comparative, analogical) in the form of questions, statements, or mini-stories, and how the teacher mediated the children's engagement in reasoning. We also identified unique opportunities that hands-on explorations offered children to extend their ideas about earthworms, sprinkle their reasoning with playfulness, imbue affect in their meaning making, exhibit sensitivity to suffering and personal connections, and consider ethical treatment of animals. The study findings highlight the synergistic relationship between informational texts and hands-on explorations and point to the significance and usefulness of incorporating both in science instruction so that we maximize the richness of children's learning experiences by offering them multiple access points and pathways via the assets they bring to the classroom and the ones they co-construct with their teacher and peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10