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Examining 8Th Grade Students Disciplinary Literacy of Science Material Chelsie P Eastern Illinois University The Keep Masters Theses Student Theses & Publications 2018 Examining 8th Grade Students Disciplinary Literacy of Science Material Chelsie P. Doughty Eastern Illinois University Recommended Citation Doughty, Chelsie P., "Examining 8th Grade Students Disciplinary Literacy of Science Material" (2018). Masters Theses. 4549. https://thekeep.eiu.edu/theses/4549 This Dissertation/Thesis is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. 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Dou:Jnt-o �lG� Printed Name Printed Namt::t -Z..?- if . \-l rtNlf'l - YV\St 0 (Jvm£.\Jl V1'\t\ n � Graduate Degree Program Date Please submit in duplicate. Examining 8th Grade Students Disciplinary Literacy of Science Material (TITLE) BY Chelsie P. Doughty THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Master of Science in Education: Curriculum and Instruction IN THE GRADUATE SCHOOL, EASTERN ILLINOIS UNIVERSITY CHARLESTON, ILLINOIS 2018 YEAR I HEREBY RECOMMEND THAT THIS THESIS BE ACCEPTED AS FULFILLING THIS PART OF THE GRADUATE DEGREE CITED ABOVE <i-Zr.t-rf DATE DEPARTMENT/SCHOOL CHAIR DATE flkt/�1r OR CHAIR'S DESIGNEE THESIS COMMITTEE MEMBER DATE THESIS COMMITTEE MEMBER DATE �-4-/rf �-27-1? DATE THESIS COMMITTEE MEMBER DATE Running head: DISCIPLINARY LITERACY IN SCIENCE 1 Examining Eighth Grade Students Disciplinary Literacy of Science Material Chelsie P. Doughty Eastern Illinois University DISCIPLINARY LITERACY IN SCIENCE 2 Abstract Education standards are shifting to reflect a skills-based, rather than a content-centered, curriculum that focuses on students being literate across all disciplines. This study focuses on the skills of critical thinking, close reading, and text-based writing as it applies to the scientific and historical disciplines. Eighth grade students engaged in a text-based writing assignment that required evaluation of multiple sources to support their claims. Student responses were analyzed textually and verbally as it related to the content. Findings included the ability to identify students' struggles and successes with close reading, writing claims, evaluating evidence for importance, and connecting documents to strengthen evidence. The findings can inform teachers' approaches as they related to the findings with some examples including problem based learning, interdisciplinary learning, career based learning, differentiation within the classroom, and disciplinary literacy within science. DISCIPLINARY LITERACY IN SCIENCE 3 Acknowledgements I would like to thank Dr. Bickford, Mrs. Reid, Dr. Taylor, and Dr. Whede for their expertise and guidance during this process. Thank you for pushing me to look deeper at my educational practices to help me grow as a teacher researcher. I would also like to thank my husband, Darin, and my daughter, Lyanna, who gave me flexibility, love, and support throughout this process. DISCIPLINARY LITERACY IN SCIENCE 4 Table of Contents Introduction ......... .................. ....................................................... ........... 5 Literature Review ...... ............................................................ ..................... 5 State and National Initiatives ....... ............... ...........................................6 Common Core State Standards .................... ..................................6 Next Generation Science Standards .................................................7 C3 Framework for Social Studies ............................ .......................8 Pedagogy ..................... ...... ........................................... ....................8 Disciplinary Literacy ...................................................... .....................9 Assessment. ...........................................................................15 Content ................................................................................. 18 Methods .. ....... .............................. ............................... ......................... ...22 Participants .....................................................................................22 Teaching Procedure ........................ ..................... .............................. 23 Assessment Procedure .................. ........................ ... .............. ............. 24 Findings .................. ................ .. .............................................................. 26 Discussion ......................................................................... ......................32 Refe rences ..... .. ...................... ........... .................................................. .....44 Appendix ........................... ........ ....................................... ...... .................52 DISCIPLINARY LITERACY JN SCIENCE 5 Examining 81h Grade Students Disciplinary Literacy of Science Material Currently, education standards are shifting from students understanding a broad scope of content to addressing specific skills that are interdisciplinary across content areas. Enhancing discipline specific understanding and literacy skills allow students to have access to authentic learning experiences that will prepare them for future careers or college. The outcomes that teachers desire for students have shifted as well. What do teachers want students to take away from their classrooms when they leave? Outcomes include, but are not limited to, the ability to ask and answer their own questions, critically think about and purposefully use the best available evidence when making decisions, and being informed, globally-thinking citizens who can think for themselves while considering the wants and needs of the world and its other residents. How as teachers can we accomplish such lofty aspirations? The creation of educational experiences in the classroom that focus on inquiry and allow students to make claims and back them up with evidence may provide the answer. Allowing students to interact with real world information from events that have occurred will allow us to see which information they feel is most or least important when using evidence to support their claims. This will also allow us to see what gaps occur in their understanding or if any misconceptions occur as a result of working with the information. The purpose of this study is to see if and how eighth grade students use close reading, collaborative discussion, and text-dependent writing strategies to construct a claim from
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