24 Apr 2007
Cervetti, G.N., Pearson, P. D., Barber, J., Hiebert, E.H., & Bravo, M.A. (2007). Integrating literacy and science: The research we have, the research we need. In M. Pressley, A. K. Billman, K. Perry, K. Refitt & J. Reynolds (Eds.), Shaping literacy achievement (pp. 157-174). New York: Guilford.
In the summer of 2003 a group of science educators at Lawrence Hall of Science at the University of California – Berkeley began collaborating with a group of literacy educators in the Graduate School of Education to create a new kind of integrated curriculum, which we dubbed Seeds of Science, Roots of Reading (Seeds/Roots). The fundamental concept was classic integrated curriculum. The fundamental commitment was to build a curriculum that put literacy instruction (texts, routines for reading, word-level skills, vocabulary, and comprehension instruction) to work in the service of acquiring the knowledge, skills, and dispositions of inquiry-based science. Over the past several years, we have developed, evaluated, and revised the curriculum in ways that maximize the synergy between these traditionally segregated curricular enterprises. In this chapter, we report on the goals of the effort, the process of negotiating the integration, and the efficacy of the approach (compared to more traditionally encapsulated approaches to promoting science and literacy expertise). In addition, we turn to the all-important question for this volume: Where do we go next? We speculate about the kinds of research the field needs to conduct in order to move this sort of integrated curriculum to the next level of sophistication and rigor.
For more information about this edited volume, please visit the publisher's (Guilford Press) website.