References used in "What researchers say"...
Baker, D. R., Lewis, E. B., Purzer, S., Watts, N. B., Perkins, G., Uysal, S., Wong, S., Beard, R., & Lang, M. (2009). The Communication in Science Inquiry Project (CISIP): A project to enhance scientific literacy through the creation of science classroom discourse communities. International Journal of Environmental & Science Education, 4(3), 259-274.
Efe, R. (2011). Science student teachers and educational technology; Experience, intentions, and value. Educational Technology & Society, 14(1), 228-240.
Gardner, G. E., Jones, M. G., & Ferzli, M. (2009). Popular media in the biology classroom: Viewing popular science skeptically. The American Biology Teacher, 71(6), 332-335.
Girod, M., & Twyman, T. (2009). Comparing the added value of blended science and literacy curricula to inquiry-based science curricula in two 2nd-grade classrooms. Journal of Elementary Science Education, 21(3), 13-32.
Greenleaf, C. L, Litman, C., Hanson, T. L., Rosen, R., Boscardin, C. K., Herman, J., Schneider, S. A., Madden, S., & Jones, B. (2011). Integrating literacy and science in biology: Teaching and learning impacts of reading apprenticeship professional development. American Educational Research Journal, 48(3), 647-717. doi: 10.3102/0002831210384839
Jarman, R., & McClune, B. (2010). Developing students’ ability to engage critically with science in the news: Identifying elements of the ‘media awareness’ dimension. The Curriculum Journal, 21(1), 47-64.
Liu, X. (2009). Beyond science literacy: Science and the public. International Journal of Environmental & Science Education, 4(3), 301-311.
Miller, B. (2012). Ensuring meaningful access to the science curriculum for students with significant cognitive disabilities. Teaching Exceptional Children, 44(6), 16-25.
Montelongo, J. A., & Herter, R. J. (2010). Using technology to support expository reading and writing in science classes. Science Activities, 47(3), 89-102. doi: 10.1080/00368121003801388
Ng, W. (2011). Why digital literacy is important for science teaching and learning. Teaching Science, 57(4), 26-32.
Parades, J., Pennington, R. L., Pursell, D. P., Sloop, J. C., & Tsoi, M. Y. (2010). Engaging science students with handheld technology and applications by re-visiting the Thayer Method of teaching and learning. Georgia Journal of Science, 68(4), 186-195.
Serin, O. (2011). The effects of the computer based-instruction on the achievement and problem solving skills of the science and technology students. TOJET: The Turkish Online Journal of Educational Technology, 10(1), 183-201.
Vieira, R. M., Tenreiro-Vieira, C., & Martins, I. P. (2011). Critical thinking: Conceptual clarification and its importance in science education. Science Education International, 22(1), 43-54.
Wollak, B. A., & Koppenhaver, D. A. (2011). Developing technology-supported, evidence-based writing instruction for adolescents with significant writing disabilities. Assistive Technology Outcomes and Benefits, 7(1), 1-23.
Efe, R. (2011). Science student teachers and educational technology; Experience, intentions, and value. Educational Technology & Society, 14(1), 228-240.
Gardner, G. E., Jones, M. G., & Ferzli, M. (2009). Popular media in the biology classroom: Viewing popular science skeptically. The American Biology Teacher, 71(6), 332-335.
Girod, M., & Twyman, T. (2009). Comparing the added value of blended science and literacy curricula to inquiry-based science curricula in two 2nd-grade classrooms. Journal of Elementary Science Education, 21(3), 13-32.
Greenleaf, C. L, Litman, C., Hanson, T. L., Rosen, R., Boscardin, C. K., Herman, J., Schneider, S. A., Madden, S., & Jones, B. (2011). Integrating literacy and science in biology: Teaching and learning impacts of reading apprenticeship professional development. American Educational Research Journal, 48(3), 647-717. doi: 10.3102/0002831210384839
Jarman, R., & McClune, B. (2010). Developing students’ ability to engage critically with science in the news: Identifying elements of the ‘media awareness’ dimension. The Curriculum Journal, 21(1), 47-64.
Liu, X. (2009). Beyond science literacy: Science and the public. International Journal of Environmental & Science Education, 4(3), 301-311.
Miller, B. (2012). Ensuring meaningful access to the science curriculum for students with significant cognitive disabilities. Teaching Exceptional Children, 44(6), 16-25.
Montelongo, J. A., & Herter, R. J. (2010). Using technology to support expository reading and writing in science classes. Science Activities, 47(3), 89-102. doi: 10.1080/00368121003801388
Ng, W. (2011). Why digital literacy is important for science teaching and learning. Teaching Science, 57(4), 26-32.
Parades, J., Pennington, R. L., Pursell, D. P., Sloop, J. C., & Tsoi, M. Y. (2010). Engaging science students with handheld technology and applications by re-visiting the Thayer Method of teaching and learning. Georgia Journal of Science, 68(4), 186-195.
Serin, O. (2011). The effects of the computer based-instruction on the achievement and problem solving skills of the science and technology students. TOJET: The Turkish Online Journal of Educational Technology, 10(1), 183-201.
Vieira, R. M., Tenreiro-Vieira, C., & Martins, I. P. (2011). Critical thinking: Conceptual clarification and its importance in science education. Science Education International, 22(1), 43-54.
Wollak, B. A., & Koppenhaver, D. A. (2011). Developing technology-supported, evidence-based writing instruction for adolescents with significant writing disabilities. Assistive Technology Outcomes and Benefits, 7(1), 1-23.
Other research used to support this project...
Andreou, G., Agapitou, P., & Karapetsas, A. (2005). Verbal skills in children with ADHD. European Journal of Special Needs Education, 20(2), 231-238.
Beven, R. Q., & Raudebaugh, R. A. (2004). A model for unified science and technology. Journal of Technology Studies, 30(1), 10-15.
Ernst, J. V., & Clark, A. C. (2007). Scientific and technical visualization in technology education. Technology Teacher, 66(8), 16-20.
Fletcher, J. M., Coulter, W. A., Reschly, D. J., & Vaughn, S. (2004). Alternative approaches to the definition and identification of learning disabilities: Some questions and answers. Annals of Dyslexia, 54(2), 304-331.
Holbrook, J. (2009). Meeting challenges to sustainable development through science and technology education. Science Education International, 20(1), 44-59.
Ikpeze, C. H., & Boyd, F. B. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests. Reading Teacher, 60(7), 644-654.
Jimenez, B. A., Brower, D. M., Spooner, F., & Dibiase, W. (2012). Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability. Exceptional Children, 78(3), 301-317.
McNally, T. (2012). Innovative teaching and technology in the service of science: Recruiting the next generation of STEM students. Journal of the Scholarship of Teaching and Learning, 12(1), 49-58.
Murcia, K. (2008). Teaching for scientific literacy with an interactive whiteboard. Teaching Science, 54(4), 17-21.
Peterson-Karlan, G. R. (2011). Technology to support writing by students with learning and academic disabilities: Recent research trends and findings. Assistive Technology Outcomes and Benefits, 7(1), 39-61.
Pufpaff, L. A., & Yssel, N. (2010). Effects of a 6-week, co-taught literacy unit on preservice special educators’ literacy-education knowledge. Psychology in the Schools, 47(5), 493-500. doi: 10.1002/pits.20485
Ritchie, S. M., Tomas, L., & Tones, M. (2011). Writing stories to enhance scientific literacy. International Journal of Science Education, 33(5), 685-707. doi: 10.1080/09500691003728039
Smith, H., Underwood, J., Fitzpatrick, G., & Luckin, R. (2009). Classroom e-science: Exposing the work to make it work. Educational Technology & Society, 12(3), 289- 308.
Terrion, J. L., & Aceti, V. (2012). Perceptions of the effects of clicker technology on student learning and engagement: A study of freshmen chemistry students. Research in Learning Technology, 20(2), 1-11. doi: 10.3402/rlt.v20i0.16150.
Yule, J. V., Wolf, W. C., & Young, N. L. (2010). Emphasizing the “literacy” in “scientific literacy”: A concise blueprint for integrating writing into biology classes. Bioscene: Journal of College Biology Teaching, 36(2), 15-21.
Zacharia, Z., Xenofontos, N., & Manoli, C. (2011). The effect of two different cooperative approaches on students’ learning and practices within the context of a WebQuest science investigation. Educational Technology Research & Development, 59(3), 399- 424. doi: 10.1007/s11423-010-9181-2
Beven, R. Q., & Raudebaugh, R. A. (2004). A model for unified science and technology. Journal of Technology Studies, 30(1), 10-15.
Ernst, J. V., & Clark, A. C. (2007). Scientific and technical visualization in technology education. Technology Teacher, 66(8), 16-20.
Fletcher, J. M., Coulter, W. A., Reschly, D. J., & Vaughn, S. (2004). Alternative approaches to the definition and identification of learning disabilities: Some questions and answers. Annals of Dyslexia, 54(2), 304-331.
Holbrook, J. (2009). Meeting challenges to sustainable development through science and technology education. Science Education International, 20(1), 44-59.
Ikpeze, C. H., & Boyd, F. B. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests. Reading Teacher, 60(7), 644-654.
Jimenez, B. A., Brower, D. M., Spooner, F., & Dibiase, W. (2012). Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability. Exceptional Children, 78(3), 301-317.
McNally, T. (2012). Innovative teaching and technology in the service of science: Recruiting the next generation of STEM students. Journal of the Scholarship of Teaching and Learning, 12(1), 49-58.
Murcia, K. (2008). Teaching for scientific literacy with an interactive whiteboard. Teaching Science, 54(4), 17-21.
Peterson-Karlan, G. R. (2011). Technology to support writing by students with learning and academic disabilities: Recent research trends and findings. Assistive Technology Outcomes and Benefits, 7(1), 39-61.
Pufpaff, L. A., & Yssel, N. (2010). Effects of a 6-week, co-taught literacy unit on preservice special educators’ literacy-education knowledge. Psychology in the Schools, 47(5), 493-500. doi: 10.1002/pits.20485
Ritchie, S. M., Tomas, L., & Tones, M. (2011). Writing stories to enhance scientific literacy. International Journal of Science Education, 33(5), 685-707. doi: 10.1080/09500691003728039
Smith, H., Underwood, J., Fitzpatrick, G., & Luckin, R. (2009). Classroom e-science: Exposing the work to make it work. Educational Technology & Society, 12(3), 289- 308.
Terrion, J. L., & Aceti, V. (2012). Perceptions of the effects of clicker technology on student learning and engagement: A study of freshmen chemistry students. Research in Learning Technology, 20(2), 1-11. doi: 10.3402/rlt.v20i0.16150.
Yule, J. V., Wolf, W. C., & Young, N. L. (2010). Emphasizing the “literacy” in “scientific literacy”: A concise blueprint for integrating writing into biology classes. Bioscene: Journal of College Biology Teaching, 36(2), 15-21.
Zacharia, Z., Xenofontos, N., & Manoli, C. (2011). The effect of two different cooperative approaches on students’ learning and practices within the context of a WebQuest science investigation. Educational Technology Research & Development, 59(3), 399- 424. doi: 10.1007/s11423-010-9181-2