Cross-disciplinary language changes in 4th graders as a predictor of the quality of written scientific explanation

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dc.catalogadorpau
dc.contributor.authorHugo Rojas, Evelyn Susana
dc.contributor.authorMeneses, Alejandra
dc.contributor.authorMontenegro, Maximiliano
dc.contributor.authorAcevedo, Daniela
dc.contributor.authorFigueroa, Javiera
dc.date.accessioned2023-04-05T13:58:48Z
dc.date.available2023-04-05T13:58:48Z
dc.date.issued2023
dc.description.abstractUpper 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.issn2030-1006
dc.identifier.urihttps://jowr.org/index.php/jowr/article/view/1026
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/66720
dc.information.autorucFacultad de Educación; Hugo Rojas, Evelyn Susana; 0000-0001-6094-9689; 164751
dc.language.isoes
dc.nota.accesoContenido completo
dc.rightsacceso abierto
dc.rights.licenseCreative Commons Attribution-Noncommercial-No Derivative Works 3.0
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/3.0/
dc.subjectCross-disciplinary language
dc.subjectDisciplinary writing
dc.subjectScientific explanations
dc.subjectSchool genre
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleCross-disciplinary language changes in 4th graders as a predictor of the quality of written scientific explanation
dc.typeartículo
sipa.codpersvinculados164751
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