![]() Furthermore, the structure of many teacher preparation programs facilitates the isolated development of content-area methodologies. ![]() Many teacher educator preparation programs do not provide opportunities for preservice teachers (PSTs) to experience and examine the use of popular fiction as a connection point to science teaching as a result, PSTs are unlikely to bring such practice into their future classrooms ( Kurt & Pehlivan, 2013). Research has shown that when making connections across disciplines, teachers and students alike draw heavily on popular culture (specifically, movies, fictional texts, and novels) researchers therefore suggest that educators look to the area of popular culture as a means by which to engage students in science and literacy practices ( Moje, 2008). 2) describe the ways in which literature can provide a launching pad into inquiry: The use of literature in the science classroom can strengthen students’ scientific inquiry skills by presenting a context for exploration and providing a springboard into interdisciplinary, real-world problem solving ( Bush et al., 2015 Cook & Dinkins, 2015a, 2015b Grysko & Zygouris-Coe, 2020). ![]() This tendency to embed literature into the science classroom indicates that many teachers use literacy as an access point to spread disciplinary instruction across content areas ( Cook & Dinkins, 2015b Yager, 2004). ![]() Teachers often use literature both as a hook into and throughout inquiry-based instruction ( Cervetti et al., 2006 Pearson, 2010). ![]()
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