Teaching Comprehension in the Digital Age: Pausing Videos to Scaffold Scientific Literacy Practices

National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: [email protected]; Web site: https://www.nsta.org/

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8

Science Instruction; Interdisciplinary Approach; Kindergarten; Video Technology; Literacy Education; Teaching Methods; Scientific Concepts; Vocabulary Development; Scientists; Reading Comprehension; Content Area Reading; Science Curriculum; Oral Reading; Comprehension

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"Science and Children" routinely addresses the challenges teachers face in integrating the "Common Core State Standards" ("CCSS") alongside the "Next Generation Science Standards" ("NGSS") (e.g., Forsythe, Jackson, and Contreras 2018; Sweetman and Sabella 2018). This article aims to extend this interdisciplinary conversation by sharing insights garnered from working closely with a kindergarten teacher who positioned video as a key informational text in her literacy and science instruction. In using an instructional approach similar to an interactive read-aloud, the authors explain how teachers can strategically pause scientific videos to invite/prompt interactions that help children comprehend scientific concepts/content as well as engage in children's "real life" literacy practices employed by scientists to learn about the natural world outside of school. Ultimately, three strategic instructional practices for pausing video in the science classroom are outlined: (1) pausing to learn/extend scientific vocabulary; (2) pausing to practice "reading"/describing the natural world; and (3) pausing to talk as scientists.

ERIC

2021

EJ1296683