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Derginin Adı:
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International Journal of Education in Mathematics, Science and Technology
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Cilt:
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2013/1
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Sayı:
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1
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Makale Başlık:
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Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students
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Makale Alternatif Dilde Başlık:
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Alternatif dilde başlık bulunmamaktadır. There is no article title in another language.)
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Makale Eklenme Tarihi:
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8.07.2013
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Okunma Sayısı:
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3
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Makale Özeti:
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The purpose of this study was to identify and describe teaching actions—embedded in the Science Writing Heuristic approach, a systematic teaching approach that integrates literacy instruction and argument-based inquiry learning of science—supportive of the cross-disciplinary literacy expectations necessary to compete in the 21st century. This article reports on qualitative findings from a mixed method longitudinal study conducted with 32 elementary teachers and over 700 students. The analysis of multiple layers of data identified two essential teaching action categories supportive of cross-disciplinary literacy skills development among students: (a) building an inquiry-based literacy community of social learning and (b) purpose setting, with a gradual shift of responsibility from the teacher to the student. A model is presented that emerged from the data and visually illustrates how teachers and students explore the purpose, function, mode, and audience within critical science-literacy events while engaging in science content learning
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Alternatif Dilde Özet:
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Alternatif dilde abstract bulunmamaktadır. (There is no abstract in another language.)
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