- Year 2023
- NSF Award #1852889
- Registration Current Noyce Scholar
- First Name Marissa
- Last Name Murdock
- Discipline Geosciences, Life Sciences, Physics, STEM Education (general)
- Institution Georgia State University
Abstract
As we prepare the next generation of scientists for new frontiers, scientific literacy must become a daily staple in the 3D science classroom. As students encounter phenomena and novel learning experiences, they must become proficient at obtaining relevant information from a variety of sources, critically evaluating information against scientific concepts/principles and they must be able to communicate their thinking effectively. This action research study investigates the impact of integrating a variety of key literacy strategies into 3D science lessons on student learning and achievement and teacher efficacy. District-wide interventions, which focused on select evidence-based practices, were implemented through embedded professional learning during one academic year. The goal was to help students learn and use the language of science through reading, writing and speaking. This would prompt students to think critically, ask questions, articulate their thinking and make sense of the real world. Professional learning opportunities focused on implementing strategies that supported and appealed to a variety of learners, at different levels of proficiency, as the research team sought to provide equitable, high-quality instruction for all. The results on interim assessments showed improved levels of proficiency, particularly on items with lengthy text or that required disciplinary writing. Teachers also reported increased levels of confidence in utilizing trans and inter-disciplinary literacy strategies in their daily classroom instruction. The results indicate that teachers are invested in learning how to expand their ‘science & literacy’ toolbox and there is a continued need to reinforce these practices throughout students’ academic career.
