An Examination of Science Education for Developing Reading literacy as a Foundation for Scientific Inquiry: Focusing on the Theory and Practice of ML-PBL

Abstract

　　 This paper examines approaches to science education in the U.S. that promote reading literacy as a foundation for scientific inquiry, with particular attention to the theory and practice of ML-PBL, which focuses on project-based learning. First, the need for science education that promotes reading literacy in the U.S. and the issues surrounding the development of reading literacy in language arts education will be reviewed. Next, we examine ML-PBL, with a particular focus on its theoretical underpinnings of “Guided Inquiry Supported Multiple Literacies” and “Project-Based Science”. Finally, the practice of ML-PBL will be reviewed and discussed in the context of the previous discussion points. This section will focus on the third-grade unit “How can we design a fun moving toy that any child can build?”