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Empowering Diverse Learners: Integrating Writing-to-Learn Strategies in a Middle School Science Classroom in the U.S.

Authors :
So Lim Kim
Deoksoon Kim
Source :
Education Sciences, Vol 14, Iss 9, p 1031 (2024)
Publication Year :
2024
Publisher :
MDPI AG, 2024.

Abstract

Science education has shifted towards emphasizing science literacy rather than simply memorizing facts. Studies have shown that incorporating writing in science education engages students in higher-order thinking, fosters critical reasoning skills, and deepens subject matter comprehension. However, writing can be particularly challenging for CLD (culturally and linguistically diverse) students due to content-specific vocabulary and distinctive grammatical patterns. This case study explores six CLD students’ experiences with writing in a seventh-grade science classroom in the northeastern United States that used invention-based learning (IBL). By incorporating hands-on invention processes, IBL facilitates problem-solving and student-centered learning. The study shows how a writing-to-learn approach in science education can simultaneously support CLD students in developing a scientific understanding of abstract concepts and address the need for science literacy skills. The implications of this study suggest that teachers should integrate writing-to-learn strategies into their science instruction to promote deeper understanding and improve science literacy. By supporting students through productive struggles with writing and providing opportunities to practice scientific language, teachers can help students develop critical thinking skills and better comprehension of scientific concepts. In addition, by connecting hands-on experiences with writing tasks, educators can make science more accessible and engaging for students, particularly those from diverse linguistic and cultural backgrounds.

Details

Language :
English
ISSN :
22277102
Volume :
14
Issue :
9
Database :
Directory of Open Access Journals
Journal :
Education Sciences
Publication Type :
Academic Journal
Accession number :
edsdoj.6484d6c6b207472e925eb157643ddfd0
Document Type :
article
Full Text :
https://doi.org/10.3390/educsci14091031