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Literacy and science: each in the service of the other
P David Pearson1, Elizabeth Moje, Cynthia Greenleaf
1University of California, Berkeley, Berkeley, CA 94720, USA. ppearson@berkeley.edu
Abstract:
We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated approaches, we discuss how to support their implementation in today's complicated curricular landscape.
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