Inquiry-based science and literacy: Improving a teaching model through practice-based classroom research

Abstract

This chapter is based on the outcomes of The Budding Science and Literacy research project in Norway. The project included several video-based classroom studies, which aimed to continually improve a teaching model of integrated science inquiry and literacy instruction in collaboration with practicing science teachers (six primary teachers and their students). The main aim of this chapter is to use these studies to improve and clarify the model so the essential features are easily communicated to users. The data sources for the studies were classroom video observations and interviews. The main analytical approaches were (i) variations in multiple learning modalities (read-it, write-it, do-it, talk-it) and (ii) the distribution of different phases of inquiry (preparation, data, discussion, communication). The results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science. The greatest challenge for teachers is to find the time and courage to exploit opportunities for consolidating conceptual learning in the discussion and communication phases. Investigation on students while they communicated their inquiries revealed that students' word knowledge develops toward conceptual knowledge when they are required to apply the key concepts in their talk throughout all phases of inquiry. In interviews, students expressed that literacy and the role of text in science was not clear. Nevertheless, multiple literacies emerged, "schooled" and everyday literacy practices, when students connected literacy to science inquiry.