You probably don’t think of writing and science as similar subjects. While you may be right, they are subjects that, when combined, complement and propel each other.
As recent changes in the Common Core State Standards will reaffirm, teaching writing in content-area classrooms, such as science, is a necessary task. But with the pressure of motivating students to absorb lots of material and pass state exams, teaching just a single subject can be difficult.
According to an article from the Southern California Public Radio website, California elementary school science classes are falling victim to these pressures and are underperforming.
A study conducted by several educational think tanks and researchers from UC Berkeley suggests that there is a severe lack of quality opportunities for students to engage in science.
“‘Unfortunately what we found is that at most 10 percent of the elementary classrooms in the state are really providing students with these high-quality learning opportunities,’” said lead researcher Patrick Shields.
Shields and other researches say that part of the blame lies in teachers’ inability to deal with the pressure of meeting the rigorous requirements of standardized exams for math, science, and English.
So what is the solution?
“Researcher Shields says improving science instruction in elementary schools can be as easy as overlapping lessons in multiple subjects.” One way in which teachers can do this is by integrating writing into the science classroom.
As recent changes in the Common Core State Standards will reaffirm, teaching writing in content-area classrooms, such as science, is a necessary task. But with the pressure of motivating students to absorb lots of material and pass state exams, teaching just a single subject can be difficult.
According to an article from the Southern California Public Radio website, California elementary school science classes are falling victim to these pressures and are underperforming.
A study conducted by several educational think tanks and researchers from UC Berkeley suggests that there is a severe lack of quality opportunities for students to engage in science.
“‘Unfortunately what we found is that at most 10 percent of the elementary classrooms in the state are really providing students with these high-quality learning opportunities,’” said lead researcher Patrick Shields.
Shields and other researches say that part of the blame lies in teachers’ inability to deal with the pressure of meeting the rigorous requirements of standardized exams for math, science, and English.
So what is the solution?
“Researcher Shields says improving science instruction in elementary schools can be as easy as overlapping lessons in multiple subjects.” One way in which teachers can do this is by integrating writing into the science classroom.
One teacher in particular has realized the need for this type of integration and has dedicated a book to helping teachers attempt this difficult task. In her new book, Strategies for Writing in the Science Classroom, veteran teacher and award-winning author Kathleen Kopp shares her many strategies for teaching literacy in the science classroom.
Her writing strategies support the Common Core State Standards, and the focus is on applying writing skills, not just teaching writing as an end in itself. With her creative approach to content-area literacy education, science teachers can easily incorporate these strategies in any unit of study.
While the pressures of meeting state standards and passing required exams may be prevalent, educational researchers and experienced teachers are lending a helping hand. By combining writing and science in the same classroom, teachers can ease the pressure of state standards and enrich the lives of their students all at once.
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