Abstract
When faced with compressed hybrid courses amidst the pandemic, two university teacher educators sought to leverage the opportunity into an innovative, collaborative project to increase authentic learning experiences for their students. Pre-service teachers in one elementary literacy and one elementary science education course collaborated on a science-literacy integration project, bringing their content expertise and shared understanding of strategies to modify and improve existing lessons to equally involve reading and science. The result of this integration project proved to benefit students in their presentation skills, experimentation skills, and teaching modalities, while gaining a new perspective of our intellectual climate. Within this article, the authors seek to establish the importance of incorporating science education into the literacy curriculum of pre-service teachers, as well as to share reflections on experiences, work, and insights of those pre-service teachers already exposed to these studies.
Author Information
Brittany E. Kiser, Lynn University, United States
Kelly A. Burlison, Lynn University, United States
Paper Information
Conference: PCE2023
Stream: Teaching Experiences
This paper is part of the PCE2023 Conference Proceedings (View)
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To cite this article:
Kiser B., & Burlison K. (2023) Ingenuity in the Pandemic: A Cross-Course Science-Literacy Integration Project ISSN: 2758-0962 The Paris Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2758-0962.2023.55
To link to this article: https://doi.org/10.22492/issn.2758-0962.2023.55
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