Do you ever feel like science is the underdog in your school or district? You鈥檙e not alone.
But it doesn鈥檛 have to be that way. In fact, we know that science can overdeliver. That鈥檚 especially true when educators successfully integrate it with other subjects.
You can dive into the power of integrating science and literacy with the latest season of Science Connections. Here鈥檚 a sneak peek at what we explore in the first few episodes of Season 3 of our podcast.
Rooting for the underdog
In what sense is science seen as an underdog? Just ask Eric Banilower and Courtney Plumley of Horizon Research, a consulting firm that supports educational improvement and policy development. Host Eric Cross interviews them in Season 3, Episode 1.
As you know, an underdog is generally a weaker or less favored person or entity. Banilower and Plumley find that science instruction often fits that mold.
One thing they found: elementary school teachers鈥� schedules allow for less instruction of science than math and ELA. They also note that when there鈥檚 a break in routine鈥攁 special assembly or early dismissal鈥攕cience is often 鈥渢he first thing to go,鈥� says Plumley.
They also note that instructors (like many others) are often expected to design their own curriculum.
The conversation offers some solutions for shifting these practices, as well as supporting science instructors in general.
鈥淵ou don’t ask doctors to develop new treatments and tests. Their job is to get to know their patient, assess what’s going on, and then use research-based methods to develop a plan of action. That analogy [suggests] a scalable approach for raising鈥he quality of science education,鈥� Banilower says.
What is that approach? According to Banilower, 鈥淕iving teachers research-based, high-quality instructional materials that they can use to meet the needs of their students would allow them to focus on getting to know their students, seeing their strengths, [finding areas where they have] room for growth, and鈥elp[ing] those students progress.鈥�
The power of integrating science and literacy into the science classroom
Science does not need to stay in a silo. As we illuminate in Episodes 2 and 3, bringing literacy work into the science classroom can supercharge students鈥� work in both. (We also explore the topic in this blog post.)
鈥淲e know we need to dramatically improve literacy rates in this country, and as we’ll show in the coming episodes, science can be a key ally in that goal,鈥� says our host, Eric Cross.
It goes the other way, too. Language development and literacy instruction can support science. 鈥淲in-win, folks,鈥� says Cross.
In Episode 2, senior science educator Dr. Susan Gomez Zwiep described how bilingual and multilingual students in her school accelerated their English speaking and learning when they were excited to discuss science phenomena.
Indeed, she notes, the NGSS provides rich linguistic opportunities for students. We used to talk about language in science as all technical, but that鈥檚 changed. 鈥淟anguage is now developed through the science learning experiences,鈥� says Gomez Zwiep.
Two key approaches you can use:
- Think of science lessons as a narrative. Gomez Zwiep suggests you ask yourself, “What’s the story arc of my science lesson? How are the science ideas building over time?”
- Welcome language that’s comfortable and conversational for your students. 聽“This expansion of language, including non-standard dialects and even home language, is really important for letting students bring their whole selves into the classroom,” she says.
More ways to enhance literacy in science聽
Don鈥檛 worry鈥攜ou don鈥檛 need to take a second job. 鈥淚t鈥檚 not that you have to become a reading specialist to integrate literacy into science,鈥� says Douglas Fisher, Ph.D., professor and chair of educational leadership at San Diego State University. 鈥淚t鈥檚 how our brains work.鈥�
It鈥檚 also how science works. 鈥淪cience teachers and scientists do a lot of reading, writing, speaking, and listening and viewing. They use the five literacy processes all the time,鈥� says Fisher, our guest on Episode 3.
Some strategies Fisher offers:
- Invite multiple aspects of literacy. Think: What role do speaking, listening, reading, writing, and viewing, play in your class? Provide opportunities for students to do those things each time you meet with them.
- Read challenging texts. “Science is an ideal place to get students reading things that are hard for them. Doses of struggle are good for our brains,鈥� Fisher says. 鈥淐omplex texts that don’t give up their meanings easily allow students to reread the text, mark it, talk to peers about it, and answer questions with their groups.鈥�
- Get them writing, even in short bursts.聽鈥淲riting is thinking,鈥� he says. 鈥淲hile you are writing, your brain cannot do anything else.鈥� So if your students understand a given concept, have them write about it.
And that鈥檚 just the beginning. Tune in鈥攁nd stay tuned鈥攆or more strategies for encouraging literacy integration in a science classroom.
More ways to learn
- Subscribe to Science Connections to catch up on this eye-opening season.
- Download our that highlight tips and strategies for each episode and offer additional resources.
