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

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Title: The Use of Teacher Resources in a Sheltered Science Unit on Watersheds
Language: English
Authors: Britsch, Susan, Shepardson, Daniel P.
Source: Science Educator. Win-Spr 2021 28(1):41-53.
Availability: 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/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Descriptors: 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
ISSN: 1094-3277
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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1303235
Database: ERIC
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  Data: The Use of Teacher Resources in a Sheltered Science Unit on Watersheds
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  Data: <searchLink fieldCode="SO" term="%22Science+Educator%22"><i>Science Educator</i></searchLink>. Win-Spr 2021 28(1):41-53.
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  Data: 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/
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  Data: 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.
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      – Text: English
    PhysicalDescription:
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        PageCount: 13
        StartPage: 41
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      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Natural Resources
        Type: general
      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Resource Room Programs
        Type: general
      – SubjectFull: Water
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Ecology
        Type: general
      – SubjectFull: Freehand Drawing
        Type: general
      – SubjectFull: Worksheets
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      – SubjectFull: Science Activities
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      – TitleFull: The Use of Teacher Resources in a Sheltered Science Unit on Watersheds
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