Education Sciences (Aug 2024)

Designing and Situating Text to Promote Textual Dexterity in the Context of Project-Based Science Instruction

  • Miranda S. Fitzgerald,
  • Annemarie Sullivan Palincsar

DOI
https://doi.org/10.3390/educsci14090960
Journal volume & issue
Vol. 14, no. 9
p. 960

Abstract

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In this conceptual paper, we present a discussion of how we have embraced two challenges, posed by Aukerman and Schuldt, in their call for a more socially just science of reading, to which this special issue is responsive. Specifically, we share lessons learned from years of designing texts that (a) advance knowledge-building in the context of project-based science teaching and (b) advance readers’ textual dexterity. Our research is conducted in the context of project-based learning in science, and we approach our inquiry from multiple theoretical perspectives. We argue for the importance of text in science instruction. We present theories, empirical support, and national standards consistent with the integration of text in science. We discuss the role that texts can play in project-based science instruction. We also illustrate the design and optimization of texts and tasks, as well as the role of the teacher in this instruction.

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