Marianne Ødegaard|Berit S. Haug|Sonja M. Mork|Gard Ove Sørvik
Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach
University of Oslo|University of Oslo|University of Oslo|University of Oslo
budding science literacy project explored working integrated inquirybased science literacy approach may challenge support teaching learning science classroom level studying interrelationship multiple learning modalities phases inquiry wished illuminate possible dynamics science inquiry literacy integrated science approach six teachers students recruited professional development course current classroom study teachers try budding science teaching model paper presents overall video analysis material demonstrating variations patterns inquirybased science literacy activities analysis revealed multiple learning modalities read write talk used integrated approach oral activities dominate inquiry phases shifted throughout students investigations consolidating phases discussion communication given less space data phase inquiry seems essential driving force engaging science learning consolidating situations multiple learning modalities integrated inquiry phases greater extent preparation data results indicate literacy activities embedded science inquiry provide support teaching learning science however greatest challenge teachers find time courage exploit discussion communication phases consolidate students conceptual learning