Teaching Comprehension in the Digital Age: Pausing Videos to Scaffold Scientific Literacy Practices

Autor/inn/en	Buchholz, Beth; Pyles, Damiana; Hash, Peaches; Hagaman, Kris
Titel	Teaching Comprehension in the Digital Age: Pausing Videos to Scaffold Scientific Literacy Practices
Quelle	In: Science and Children, 58 (2021) 5, S.43-50 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Science Instruction; Interdisciplinary Approach; Kindergarten; Video Technology; Literacy Education; Teaching Methods; Scientific Concepts; Vocabulary Development; Scientists; Reading Comprehension; Content Area Reading; Science Curriculum; Oral Reading + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Scientist; Wissenschaftler; Leseverstehen; Sinnerfassendes Lesen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen
Abstract	"Science and Children" routinely addresses the challenges teachers face in integrating the "Common Core State Standards" ("CCSS") alongside the "Next Generation Science Standards" ("NGSS") (e.g., Forsythe, Jackson, and Contreras 2018; Sweetman and Sabella 2018). This article aims to extend this interdisciplinary conversation by sharing insights garnered from working closely with a kindergarten teacher who positioned video as a key informational text in her literacy and science instruction. In using an instructional approach similar to an interactive read-aloud, the authors explain how teachers can strategically pause scientific videos to invite/prompt interactions that help children comprehend scientific concepts/content as well as engage in children's "real life" literacy practices employed by scientists to learn about the natural world outside of school. Ultimately, three strategic instructional practices for pausing video in the science classroom are outlined: (1) pausing to learn/extend scientific vocabulary; (2) pausing to practice "reading"/describing the natural world; and (3) pausing to talk as scientists. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01