Use of Cognitive Apprenticeship Models of Instruction to Support Middle School Students’ Construction and Critique of Written Scientific Explanations and Arguments

Authors

  • Daniel M. Levin University of Maryland
  • Susan De La Paz University of Maryland
  • Yewon Lee University of Maryland
  • Esther Nadal Escola University of Barcelona

DOI:

https://doi.org/10.18666/LDMJ-2021-V26-I1-10380

Keywords:

science, writing, disciplinary literacy, LD, English learners, at risk, struggling learners

Abstract

Writing in science can be challenging for secondary students, particularly for those with learning disabilities, students who are English learners (EL), and students who struggle with literacy due to other cognitive, language-based, or motivational learning difficulties (i.e., at risk or struggling learners). Moreover, science teachers are generally not equipped to support students’ writing in ways that are authentic to science. Despite being described more than 30 years ago, the field lacks information on cognitive apprenticeships that focus on disciplinary literacy, especially in science. In this paper, we take up these challenges and describe two intervention programs with middle school teachers and their students, focusing on the scientific practices of explanation and argumentation. We describe efforts to support students’ written construction and critique of explanations and arguments, and suggest ways that general and special educators can support students’ engagement in scientific practices through writing.

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Author Biographies

Daniel M. Levin, University of Maryland

Daniel M. Levin is an associate clinical professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland.

Susan De La Paz, University of Maryland

Susan De La Paz is a professor and director of the Special Education Program in the Department of Counseling, Higher Education and Special Education (CHSE) at the University of Maryland.

Yewon Lee, University of Maryland

Yewon Lee is a visiting assistant clinical professor in the Department of Counseling, Higher Education and Special Education (CHSE) at the University of Maryland.

Esther Nadal Escola, University of Barcelona

Esther Nadal Escola is an adjunct faculty member in the Department of Developmental and Educational Psychology at the University of Barcelona.

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Published

2021-02-01

Issue

Vol. 26 No. 1 (2021): Special Issue–Strategies and Techniques for Teaching Secondary Students with Learning Disabilities in Inclusive Classrooms

Section

Articles

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