The Use of Teacher Resources in a Sheltered Science Unit on Watersheds

Autor/inn/en	Britsch, Susan; Shepardson, Daniel P.
Titel	The Use of Teacher Resources in a Sheltered Science Unit on Watersheds
Quelle	In: Science Educator, 28 (2021) 1, S.41-53 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3277
Schlagwörter	English Language Learners; Science Instruction; Grade 8; Natural Resources; Visual Aids; Teaching Methods; Resource Room Programs; Water; Special Needs Students; Ecology; Freehand Drawing; Worksheets; Science Activities + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 08; 8. Schuljahr; Schuljahr 08; Natural Ressource; Natürliche Ressource; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Wasser; Sonderpädagogischer Förderbedarf; Ökologie; Drawing; Zeichnen
Abstract	This article examines the ways in which four focal English Learners (ELs) in an eighth-grade sheltered science classroom used visual and written resources in a unit on watersheds. The students first recorded their observations about stream tables through open-ended drawing and writing. Their own ideas were evident in these responses, but subsequent tasks directly referenced photocopied visual material. As a result, the students directly replicated the distributed diagram and graphic organizer. This impeded conceptual cohesion across the unit as reflected in the students' visual and written responses to tasks that were based on teacher-provided resources. This article concludes that, in sheltered science classrooms, visual and written modes must be enlisted as meaning-construction resources, not simply as meaning-reproduction resources, if they are to mediate science understanding. (As Provided).
Anmerkungen	National Science Education Leadership Association. P.O. Box 3406, Englewood, CO 80155. Tel: 720-250-9583; Fax: 303-200-7099; Web site: https://www.nsela.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01