The Relationship between Teacher's Support of Literacy Development and Elementary Students' Modelling Proficiency in Project-Based Learning Science Classrooms

Autor/inn/en	Li, Tingting; Miller, Emily; Chen, I. -Chien; Bartz, Kayla; Codere, Susan; Krajcik, Joseph
Titel	The Relationship between Teacher's Support of Literacy Development and Elementary Students' Modelling Proficiency in Project-Based Learning Science Classrooms
Quelle	In: Education 3-13, 49 (2021) 3, S.302-316 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1854959
Schlagwörter	Student Projects; Active Learning; Science Instruction; Units of Study; Learning Processes; Elementary School Students; Correlation; Teaching Methods; Teacher Student Relationship; Scientific Literacy; Animals; Modeling (Psychology); Skill Development; Pretests Posttests; Teacher Attitudes; Learner Engagement; Michigan + Suchen Sie Ihr Suchwort? Schulprojekt; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lerneinheit; Learning process; Lernprozess; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Animal; Tier; Tiere; Modeling; Modelling; Modellierung; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerverhalten
Abstract	Scientific modelling plays a crucial role in students' science learning. Modelling proficiency and literacy development reinforce each other. This study investigates the relationship between teacher support of student literacy development and their modelling proficiency in the context of elementary project-based learning science environments. To explore the relationship, we sampled 557 students from 24 classrooms in 12 different schools. Data were analysed by multilevel mixed linear regression model analysis. Teaching strategies for teacher support of students' literacy development were identified based on our observation field notes. The findings suggest that teacher support of students' literacy development to engage them in the modelling practice is positively associated with their students' modelling proficiency. With teacher support of literacy development, elementary students are able to develop models that provide scientific explanations for phenomena related to core learning goals of the unit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01