Pathway Towards Fluency: Using 'disaggregate instruction' to promote science literacy

This study examines the impact of Disaggregate Instruction on students' science learning. Disaggregate Instruction is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth-grade s...

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Bibliographic Details
Published inInternational journal of science education Vol. 32; no. 11; pp. 1465 - 1493
Main Authors Brown, Bryan A., Ryoo, Kihyun, Rodriguez, Jamie
Format Journal Article
LanguageEnglish
Published London Routledge 01.07.2010
Taylor & Francis Ltd
Subjects
Academic Discourse
Botany
California
Control Groups
Cultural Influences
Discourse
Discourse Analysis
Discourse Modes
Educational Strategies
Electronic Learning
Elementary school students
Experimental Groups
Grade 5
Instructional Effectiveness
Interviews
Language
Literacy
Minority Groups
Photosynthesis
Pretests Posttests
Science Education
Science Instruction
Scientific Concepts
Scientific Literacy
Sociolinguistics
Studies
Teaching Methods
Web Based Instruction
Writing (Composition)
California
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Summary:This study examines the impact of Disaggregate Instruction on students' science learning. Disaggregate Instruction is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth-grade students received web-based science lessons on photosynthesis using our experimental approach. We supplemented quantitative statistical comparisons of students' performance on pre- and post-test questions (multiple choice and short answer) with a qualitative analysis of students' post-test interviews. The results revealed that students in the experimental group outscored their control group counterparts across all measures. In addition, students taught using the experimental method demonstrated an improved ability to write using scientific language as well as an improved ability to provide oral explanations using scientific language. This study has important implications for how science educators can prepare teachers to teach diverse student populations.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500690903117921