Abstract
In response to pressures to integrate literacy and science learning, an observational, comparative, analysis was conducted exploring the added value of blended science and literacy curricula over inquiry-oriented science curricula in two 2nd-grade classrooms (ages seven to eight). Data were collected over ten weeks by the research team, and statistically significant differences were found in favor of the blended curricula on measures of identity and student understanding of the nature of science (NOS) as well as conceptual understanding. Analyses of the reading, writing, and language use in both classrooms suggests several factors that may have contributed to these important differences in outcome.
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