Skip to main content
SpringerLink
Log in

Inquiry-Based Science and Literacy: Improving a Teaching Model Through Practice-Based Classroom Research

  • Chapter
  • First Online:
Global Developments in Literacy Research for Science Education

Abstract

This chapter is based on the outcomes of The Budding Science and Literacy research project in Norway. The project included several video-based classroom studies, which aimed to continually improve a teaching model of integrated science inquiry and literacy instruction in collaboration with practicing science teachers (six primary teachers and their students). The main aim of this chapter is to use these studies to improve and clarify the model so the essential features are easily communicated to users. The data sources for the studies were classroom video observations and interviews. The main analytical approaches were (i) variations in multiple learning modalities (read-it, write-it, do-it, talk-it) and (ii) the distribution of different phases of inquiry (preparation, data, discussion, communication). The results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science. The greatest challenge for teachers is to find the time and courage to exploit opportunities for consolidating conceptual learning in the discussion and communication phases. Investigation on students while they communicated their inquiries revealed that students’ word knowledge develops toward conceptual knowledge when they are required to apply the key concepts in their talk throughout all phases of inquiry. In interviews, students expressed that literacy and the role of text in science was not clear. Nevertheless, multiple literacies emerged, “schooled” and everyday literacy practices, when students connected literacy to science inquiry.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Abd-El-Khalick, F., BouJaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., et al. (2004). Inquiry in science education: International perspectives. Science Education, 88, 397–419.

    Article  Google Scholar 

  • Anmarkrud, Ø., & Bråten, I. (2009). Motivation for reading comprehension. Learning and Individual Differences, 19(2), 252–256.

    Article  Google Scholar 

  • Barber, J. (2009). The seeds of science/roots of reading inquiry framework. Retrieved from www.scienceandliteracy.org

  • Barber, J., Pearson, P. D., Cervetti, G., Bravo, M., Hiebert, E. H., Baker, J., et al. (2007). An integrated science and literacy unit. Seeds of science. Roots of reading. Nashville: Delta Education.

    Google Scholar 

  • Barton, D. (2007). Literacy: An introduction to the ecology of written language. Malden: Blackwell.

    Google Scholar 

  • Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349–377.

    Article  Google Scholar 

  • Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223–237.

    Article  Google Scholar 

  • Bravo, M. A., Cervetti, G. N., Hiebert, E. H., & Pearson, P. D. (2008). From passive to active control of science vocabulary. In 56th yearbook of the National Reading Conference (pp. 122–135). Chicago: National Reading Conference.

    Google Scholar 

  • Brown, A. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52(4), 399–413.

    Article  Google Scholar 

  • Bybee, R., Taylor, J. A., Gardner, A., van Scotter, P., Carlson, J., Westbrook, A., et al. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs: BSCS.

    Google Scholar 

  • Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. (2012). The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching, 49(5), 631–658.

    Article  Google Scholar 

  • Cervetti, G., Pearson, P. D., Bravo, M. A., & Barber, J. (2006). Reading and writing in the service of inquiry-based science. In R. Douglas, M. Klentschy, & K. Worth (Eds.), Linking science and literacy (pp. 221–244). Arlington: NSTA Press.

    Google Scholar 

  • Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175–218.

    Article  Google Scholar 

  • Crawford, B. A. (2014). From inquiry to scientific practices in the science classroom. In N. Lederman & S. Abell (Eds.), Handbook of research on science education. (Vol. II, pp. 515–541). New York: Routledge.

    Google Scholar 

  • DeBoer, G. E. (2000). Scientific Literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37, 583–601.

    Article  Google Scholar 

  • Fang, Z., & Wei, Y. (2010). Improving middle school students’ science literacy through reading infusion. Journal of Educational Research, 103(4), 262–273.

    Article  Google Scholar 

  • Frøyland, M., Remmen, K. B., Mork, S. M., Ødegaard, M., & Christiansen, T. (2015). Researching science learning from students’ view – the potential of headcam. NorDiNa, 11(3), 249–267.

    Article  Google Scholar 

  • Guthrie, J. G., Van Meter, P., McCann, A., Wigfield, A., Bennett, L., Poundstone, C., et al. (1996). Growth in literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31, 306–333.

    Article  Google Scholar 

  • Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (2004). Motivating reading comprehension: Concept-oriented reading instruction. Mahwah: Erlbaum.

    Google Scholar 

  • Gyllenpalm, J., Wickman, P.-O., & Holmgren, S. O. (2010). Teachers’ language on scientific inquiry: Methods of teaching or methods of inquiry? International Journal of Science Education, 32(9), 1151–1172.

    Article  Google Scholar 

  • Haug, B. S. (2014). Teaching for conceptual understanding in science within an integrated inquiry-based science and literacy setting. Unpublished doctoral dissertation. University of Oslo, Norway.

    Google Scholar 

  • Haug, B. S. (2015). Inquiry-based science: Turning teachable moments into learnable moments. Journal of Science Teacher Education, 25(1), 79–96.

    Article  Google Scholar 

  • Haug, B. S., & Ødegaard, M. (2014). From words to concepts: Focusing on word-knowledge when teaching for conceptual understanding within an inquiry-based setting. Research in Science Education, 44(5), 777–800.

    Article  Google Scholar 

  • Haug, B. S., & Ødegaard, M. (2015). Formative assessment and teachers’ sensitivity to student responses. International Journal of Science Education, 37(4), 629–654.

    Article  Google Scholar 

  • Howes, E. V., Lim, M., & Campos, J. (2009). Journeys into inquiry-based elementary science: Literacy practices, questioning, and empirical study. Science Education, 93(2), 189–217.

    Article  Google Scholar 

  • Kind, P. M., & Kind, V. (2007). Creativity in science education: Perspectives and challenges for developing school science. Studies in Science Education, 43(1), 1–37.

    Article  Google Scholar 

  • Klette, K. (2013). Hva vet vi om god undervisning? Rapport fra klasseromsforskningen [What do know about good teaching? Report from classroom studies]. In R. J. Krumsvik & R. Säljö (Eds.), Praktisk pedagogisk utdanning. En antologi [Practical pedagogical education: An anthology] (pp. 173–200). Bergen: Fagbokforlaget.

    Google Scholar 

  • Knain, E., Bjønness, B., & Kolstø, S. D. (2011). Rammer og støttestrukturer i utforskende arbeidsmåter [Support structures in inquiry]. In E. Knain & S. D. Kolstø (Eds.), Elever som forskere i naturfag [Students as researchers in school science] (pp. 85–126). Oslo: Universitetsforlaget.

    Google Scholar 

  • Knain, E., & Kolstø, S. D. (2011). Elever som forskere i naturfag [Students as researchers in school science]. Oslo: Universitetsforlaget.

    Google Scholar 

  • Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E. (1998). Inquiry in project based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3–4), 313–350.

    Article  Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Learning in doing: Social, cognitive, and computational perspectives. New York: Cambridge University Press.

    Google Scholar 

  • Melhus, F. A. (2015). Kreative spirer. En kvalitativ studie hvor utforskende arbeidsmåter i naturfag kobles mot kreativ tenkning [Creative Buds. A qualitative study of inquiry-based science and creative thinking]. Unpublished master’s thesis. University of Oslo, Norway.

    Google Scholar 

  • Ministry of Education and Research. (2006). The (LK06) national curriculum for knowledge promotion in primary and secondary education and training. Oslo: Ministry of Education and Research. Retrieved from http://www.udir.no/Stottemeny/English/Curriculum-in-English/

    Google Scholar 

  • Ministry of Education and Research. (2006/2013). The (LK06) national curriculum for knowledge promotion in primary and secondary education and training (revised 2013). Oslo: Ministry of Education and Research. Retrieved from http://www.udir.no/kl06/NAT1-03/

  • Møller, J., Prøitz, T. S., & Aasen, P. (2009). Kunnskapsløftet - tung bør å bære? Underveisanalyse av styringsreformen i skjæringspunktet mellom politikk, administrasjon og profesjon [Knowledge promotion: Analysis]. NIFU STEP Rapport (Vol. 42). Oslo.

    Google Scholar 

  • Mork, S. M. (2005). Argumentation in science lessons: Focusing on the teacher’s role. Nordic Studies in Science Education, 1(1), 17–30.

    Article  Google Scholar 

  • Mork, S. M. (2013). Revidert læreplan i naturfag – Økt fokus på grunnleggende ferdigheter og forskerspiren [Revised curriculum in science – Increased focus on basic skills and the budding scientist]. Nordina, 9(2), 206–210.

    Article  Google Scholar 

  • National Research Council. (1996). National science education standards. Washington: National Academy Press.

    Google Scholar 

  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a conceptual framework for new K–12 science education standards. Washington: The National Academies Press.

    Google Scholar 

  • Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224–240.

    Article  Google Scholar 

  • Norris, S. P., & Phillips, L. M. (2015). Scientific literacy: Its relationship to “Literacy”. Encyclopedia of science education (pp. 947–950). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Norris, S. P., Phillips, L. M., Smith, M. L., Guilbert, S. M., Stange, D. M., Baker, J. J., et al. (2008). Learning to read scientific text: Do elementary school commercial reading programs help? Science Education, 92(5), 765–798.

    Article  Google Scholar 

  • Ødegaard, M. (2011). Forskerføtter og leserøtter – et tilpasningsdyktig prosjekt i naturfag. [Budding science and literacy – an adaptable project in science]. Bedre skole, 4(11), 38–42.

    Google Scholar 

  • Ødegaard, M., & Arnesen, N. E. (2010). Hva skjer i naturfagklasserommet? Resultater fra en videobasert klasseromsstudie; PISA+ [What happens in a science classroom? Results from a video-based classroom study: PISA+]. Nordic Studies in Science Education, 1, 16–32.

    Google Scholar 

  • Ødegaard, M., Haug, B. S., Mork, S. M., & Sørvik, G.O. (2014). Challenges and support when teaching science through an integrated inquiry and literacy approach. International Journal of Science Education, 36(18), 2997–3020.

    Article  Google Scholar 

  • Ødegaard, M., Haug, B. S., Mork, S., & Sørvik, G. O. (2016). På forskerføtter i naturfag [On scientists’ feet in school science]. Oslo: Universitetsforlaget.

    Google Scholar 

  • Ødegaard, M., & Klette, K. (2012). Teaching activities and language use in science classrooms. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe (pp. 181–202). Rotterdam: Sense.

    Chapter  Google Scholar 

  • Ødegaard, M., Mork, S. M., Haug, B., & Sørvik, G. O. (2012). Categories for video analysis of science lessons. Retrieved from http://www.naturfagsenteret.no/binfil/download2.php?tid=1995769

  • Palincsar, A. S., & Magnusson, S. J. (2001). The interplay of firsthand and text-based investigations. In S. Carver & D. Klahr (Eds.), Cognition and instruction (pp. 151–194). Mahwah: Erlbaum.

    Google Scholar 

  • Pearson, P. D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the other. Science, 328, 459–463.

    Article  Google Scholar 

  • Pedaste, M., Mäeots, M., Siiman, L.A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., et al. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61.

    Article  Google Scholar 

  • Phillips, L. M., & Norris, S. P. (2009). Bridging the gap between the language of science and the language of school science through the use of adapted primary literature. Research in Science Education, 39(3), 313–319.

    Article  Google Scholar 

  • Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780) New Jersey: Lawrence Erlbaum Associates.

    Google Scholar 

  • Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Wallberg-Henriksson, H., & Hemmo, V. (2007). Science education NOW: A renewed pedagogy for the future of Europe. Brussels: European Commission.

    Google Scholar 

  • Scott, P., Mortimer, E., & Ametller, J. (2011). Pedagogical link-making: A fundamental aspect of teaching and learning scientific conceptual knowledge. Studies in Science Education, 47(1), 3–36.

    Article  Google Scholar 

  • Sørvik, G. O. (2015). Multiple school science literacies. Exploring the role of text during integrated inquiry-based science and literacy instruction. Unpublished doctoral dissertation. University of Oslo, Norway.

    Google Scholar 

  • Sørvik, G. O., Blikstad-Balas, M., & Ødegaard, M. (2015). “Do books like these have authors?” New roles for text and new demands on students in integrated science-literacy instruction. Science Education, 99(1), 39–69.

    Article  Google Scholar 

  • Sørvik, G. O., & Mork, S. M. (2015). Scientific literacy as social practice: Implications for reading and writing in science classrooms. Nordina, 11(3), 268–281.

    Article  Google Scholar 

  • Vygotsky, L. S. (1930/2004). Imagination and creativity in childhood. Journal of Russian & East European Psychology, 42(1), 7–97.

    Google Scholar 

  • Weinstein, X., Bråten, X., & Andreassen, X. (2006). Læringsstrategier og selvregulert læring: Teoretisk beskrivelse, kartlegging og undervisning [Learning strategies and self regulated learning: Theoretical description, mapping and teaching]. In E. Elstad & A. Turmo (Ed.), Læringsstrategier. Søkelys på lærernes praksis [Learning strategies. focus on teacher practice]. (pp. 27–54). Oslo: Universitetsforlaget.

    Google Scholar 

  • Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Buckingham: Open University Press.

    Google Scholar 

  • Wu, H.-K., & Hsieh, C.-E. (2006). Developing sixth graders’ inquiry skills to construct explanations in inquiry based learning environments. International Journal of Science Education, 28(11), 1289–1313.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Teacher Education and School Research, University of Oslo, Oslo, Norway

    Marianne Ødegaard

Authors
  1. Marianne Ødegaard
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Marianne Ødegaard .

Editor information

Editors and Affiliations

  1. Curtin University, Perth, Western Autralia, Australia

    Kok-Sing Tang

  2. Linnaeus University, Växjö, Sweden

    Kristina Danielsson

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Ødegaard, M. (2018). Inquiry-Based Science and Literacy: Improving a Teaching Model Through Practice-Based Classroom Research. In: Tang, KS., Danielsson, K. (eds) Global Developments in Literacy Research for Science Education. Springer, Cham. https://doi.org/10.1007/978-3-319-69197-8_16

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-69197-8_16

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-69196-1

  • Online ISBN: 978-3-319-69197-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation