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dc.contributor.authorWheeler-Toppen, Jodi Lyn
dc.description.abstractThis design-based research study embodied the conjecture that reading could support and extend inquiry work in science classrooms if students had the reading skills necessary to access the text. Four classes of seventh grade Life Science students participated in a series of Lab Cycles, based on the Science Writing Heuristic, that involved lab investigation, reading, and writing an explanation. Four additional classes participated in the Lab Cycles and reading comprehension instruction. No significant difference was found between the two groups on reading comprehension or content measures. Qualitative analysis explored the students interaction with the science texts as well as the sources of knowledge for their written reports. Findings included that students integrated information from the text and lab work less often than expected, and that gaps in prior knowledge were a major factor hindering students from making full use of the text. Additionally, the construct of taking an inquiry stance on the text was introduced to describe the behavior of using a textual idea to create an explanation of an observed phenomenon.
dc.subjectScience Education
dc.subjectReading Instruction
dc.subjectScientific Literacy
dc.subjectReading Comprehension
dc.subjectInquiry Science
dc.subjectScience Writing Heuristic
dc.subjectDesign-Based Research
dc.titleReading as investigation
dc.title.alternativeusing texts to support and extend inquiry in science classrooms
dc.description.departmentMathematics and Science Education
dc.description.majorScience Education
dc.description.advisorDavid Jackson
dc.description.committeeDavid Jackson
dc.description.committeeBob Fecho
dc.description.committeeThomas Koballa
dc.description.committeeMalcolm Butler

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