Journal of Science Teacher Education

, Volume 25, Issue 4, pp 465–488

Linking Science and Language Arts: A Review of the Literature Which Compares Integrated Versus Non-integrated Approaches

Authors

    • Appalachian State University
Elementary Science Teacher Education

DOI: 10.1007/s10972-013-9368-6

Cite this article as:
Bradbury, L.U. J Sci Teacher Educ (2014) 25: 465. doi:10.1007/s10972-013-9368-6

Abstract

The purpose of this paper is to review the literature published during the last 20 years that investigates the impact of approaches that describe themselves as integrating science and language arts on student learning and/or attitude at the elementary level. The majority of papers report that integrated approaches led to greater student achievement in science and language arts across elementary grade levels. Additionally, integrated approaches facilitate improved attitudes toward both science and reading. The second section of the findings provides an overview of the types of pedagogical approaches used in the classrooms described in the studies. At all grade levels, teachers linked a variety of strategies including read-alouds, independent reading, at home reading, and writing in various genres that connected hands-on science activities to language arts skills.

Keywords

IntegrationElementary scienceLanguage arts

Copyright information

© The Association for Science Teacher Education, USA 2013