{"title":"\"你为什么这么想？探索小学科学、历史和视觉艺术中的学科素养","authors":"Patrick Burke, Eithne Kennedy","doi":"10.1002/trtr.2283","DOIUrl":null,"url":null,"abstract":"Teaching disciplinary literacy in the elementary classroom provides rich potential for bridging the literacy‐content divide, building background knowledge, extending learning, and deepening student thinking. This article explores how six elementary teachers tried and tested approaches to embedding literacy in three very different subjects: science, history, and visual arts. Drawing on data from a design‐based research project, we provide suggestions for how teachers can embed high‐quality literacy instruction in multiple disciplines.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"456 ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts\",\"authors\":\"Patrick Burke, Eithne Kennedy\",\"doi\":\"10.1002/trtr.2283\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Teaching disciplinary literacy in the elementary classroom provides rich potential for bridging the literacy‐content divide, building background knowledge, extending learning, and deepening student thinking. This article explores how six elementary teachers tried and tested approaches to embedding literacy in three very different subjects: science, history, and visual arts. Drawing on data from a design‐based research project, we provide suggestions for how teachers can embed high‐quality literacy instruction in multiple disciplines.\",\"PeriodicalId\":512399,\"journal\":{\"name\":\"The Reading Teacher\",\"volume\":\"456 \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-01-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Reading Teacher\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1002/trtr.2283\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Reading Teacher","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1002/trtr.2283","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts
Teaching disciplinary literacy in the elementary classroom provides rich potential for bridging the literacy‐content divide, building background knowledge, extending learning, and deepening student thinking. This article explores how six elementary teachers tried and tested approaches to embedding literacy in three very different subjects: science, history, and visual arts. Drawing on data from a design‐based research project, we provide suggestions for how teachers can embed high‐quality literacy instruction in multiple disciplines.
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