title: Literacy and science: each in the service of the other.
abstract: We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated approaches, we discuss how to support their implementation in today's complicated curricular landscape.
authors.affiliation: University of California, Berkeley, Berkeley, CA 94720, USA. ppearson@berkeley.edu
authors.forename: P David
authors.initials: PD
authors.lastname: Pearson
authors.forename: Elizabeth
authors.initials: E
authors.lastname: Moje
authors.forename: Cynthia
authors.initials: C
authors.lastname: Greenleaf
mesh_terms: D000293:Adolescent; D002648:Child; D002675:Child, Preschool; D003479:Curriculum; D004522:Educational Status; D006801:Humans; D033183:Interdisciplinary Communication; D007858:Learning; D011932:Reading; D012586:Science / Q000193:education*; D013663:Teaching; D014956:Writing