Multiple-Document Comprehension in High School Science: A Learning-Engineering Pilot Study
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| Title: | Multiple-Document Comprehension in High School Science: A Learning-Engineering Pilot Study |
|---|---|
| Language: | English |
| Authors: | Andrew Potter (ORCID |
| Source: | Grantee Submission. 2026. |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Center for Education Research (NCER) (ED/IES) |
| Contract Number: | R305A180144 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Teachers, Secondary School Curriculum, Writing Instruction, Reference Materials, Scientific Research, Pilot Projects, Student Research, Biology, Information Sources, Science Instruction, Content Area Writing |
| Geographic Terms: | Ohio |
| Abstract: | This study applies a learning-engineering process to refine and pilot an instructional framework designed to help high school science students read and write from multiple sources. Building on prior participatory design research with science teachers, the pilot examined how one biology teacher implemented a structured, five-lesson sequence and how her reflections and student work informed iterative improvement. Findings indicated that the lesson design was clear, manageable, and compatible with existing science routines, helping students build confidence before engaging with more rigorous texts. Paraphrasing provided an accessible entry point for writing, while students required additional modeling for source evaluation and elaboration. Teacher feedback led to targeted design refinements, including checklists and low-stakes grading to support accountability. The study illustrates how learning engineering can use classroom data to align instructional design with authentic teaching contexts, promoting feasible and scalable approaches to integrated literacy instruction in science. [This paper was published in: "Proceedings of the Learning Engineering Research Network Convening (LERN 2026)," 2026, pp. 256-272.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Access URL: | https://edtecharchives.org/conference_proceeding/2551/25168 |
| Accession Number: | ED678823 |
| Database: | ERIC |
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