Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22754
Title: Integrating Science and Literacy Using Teacher-Made Readers
Contributor(s): Serow, Penelope A  (author)orcid ; Sullivan, Terry  (author); Taylor, Neil  (author)orcid 
Publication Date: 2017
Handle Link: https://hdl.handle.net/1959.11/22754
Abstract: Teacher-made teaching and learning resources are an effective way to facilitate relevant and appropriate curriculum content, values and attitudes for students. This is particularly significant when the context is rather unique, as was the case in the remote developing Pacific Island CountnJ of Nauru. Such resources can be deployed in accompaniment with carefully selected commercially available resources. This approach has been shown to be particularly effective when integrating literacy and other disciplines such as Science. This study demonstrates the relevance; benefits and practicality of having teachers create their own ston;books for use in communicating chosen science concepts in a way that develops science knowledge and understanding as well as reading development and other literacy skills.
Publication Type: Journal Article
Source of Publication: Journal of Science and Mathematics Education in Southeast Asia, 40(1), p. 1-16
Publisher: Southeast Asian Ministers of Education Organisation, Regional Centre for Education in Science and Mathematics
Place of Publication: Malaysia
ISSN: 0126-7663
Field of Research (FOR): 130302 Comparative and Cross-Cultural Education
130212 Science, Technology and Engineering Curriculum and Pedagogy
130105 Primary Education (excl. Maori)
Socio-Economic Outcome Codes: 930299 Teaching and Instruction not elsewhere classified
930201 Pedagogy
930301 Assessment and Evaluation of Curriculum
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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