Cross-disciplinary language changes in 4th graders as a predictor of the quality of written scientific explanation
| dc.contributor.author | Meneses Alejandra, Montenegro Maximiliano, Acevedo Daniela, Figueroa Javiera, Hugo Evelyn | |
| dc.date.accessioned | 2024-11-28T20:30:21Z | |
| dc.date.available | 2024-11-28T20:30:21Z | |
| dc.date.issued | 2023/06/01 | |
| dc.description.abstract | Upper elementary students face conceptual and linguistic challenges when writing in science. One way to scaffold science writing is the explicit teaching of cross-disciplinary language. Limited research has explored the dynamics of these language changes in instructional contexts. This study examines the micro-developmental changes in cross -disciplinary language skills and their contributions to the quality of 191 science explanations written by 65 fourth graders that participated in language and literacy-based instruction. The instruction's pedagogical design was focused on writing-to-learn and learning-to-write the scientific explanation genre. Each student wrote an initial, a scaffolded draft, and a final explanation that was scored for scientific quality and productive cross-disciplinary language skills. Students' prior and final scientific knowledge was also measured. The results showed large instruction size effects on the scientific quality (0.71), productive cross-disciplinary language skills (0.46), and explanation length (0.64). Stepwise regression analysis showed that prior and final science knowledge and productive cross-disciplinary language skills significantly predict the quality of the final explanation (R2 = .704, F(11,38) = 9.03, p < .000). This research offers evidence of the dynamic relationships between language, literacy, and science in contexts of explicit cross-disciplinary language instruction for disciplinary literacy and learning. | |
| dc.identifier.doi | http://dx.doi.org/10.17239/jowr-2023.15.01.05 | |
| dc.identifier.issn | 2030-1006 | |
| dc.identifier.uri | https://publicacionesabiertas.userena.cl/handle/123456789/166 | |
| dc.language | English | |
| dc.publisher | UNIV ANTWERP | |
| dc.subject | ACADEMIC-LANGUAGE, SCIENCE, STUDENTS, LEARN | |
| dc.title | Cross-disciplinary language changes in 4th graders as a predictor of the quality of written scientific explanation | |
| dc.type | Article |
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