217 tests. However, students who had watched the videos did appear to be better at determining the structure of a self-selected reading text. Given the students’ appreciation of the videos, it certainly seems relevant to further investigate the usefulness of videos in various educational and professionalization programs. In follow-up studies it seems worthwhile to investigate different ways of embedding educational videos in the study program, and test the added value of, for example, guiding questions or quizzes. The flexible nature of videos fits well with learning pathways in which students compose their own program, and may also be a useful addition in educational curricular materials: teaching materials aimed at both student and teacher learning, for example by clarifying instructional principles and underlying design principles. 5. Discussion Our research shows that it is feasible to combine science education with teaching knowledge about text structure. The text types that are common in science education, such as expository texts, manuals, instruction texts, logbooks, and reports are very useful for this purpose (see also Goldman et al., 2016). The five text structures also dovetailed well with the crosscutting concepts taught in science education. For example, thinking in patterns can be combined well with comparing, thinking in cycles fits well with sequence. The use of graphic organizers proved very useful. Not only do they provide guidance for summarizing the content of texts or preparing a writing task, but they can also be used to collect information obtained from hands-on research in a structured way. Thus, they not only provide insight into the content of the text, but also visualize the relationships that are important in understanding the science concept. Although the combination of science education with text structure instruction proved to be quite workable, designing and implementing this integrated approach turned out to be a complex and time-consuming task. Importantly, it requires teachers to carefully consider the pedagogical choices they make in such an integrated approach. For example, previous reading studies, especially those on text structure instruction (Bogaerds-Hazenberg, 2023; Pyle et al., 2017; Wijekumar et al., 2017), promote the use a Gradual Release of Responsibility, in which explicit direct instruction and modeling occupy an important place (Fisher & Frey, 2021; Kelly, 2019). In science education however, more emphasis is being placed on explorative learning and students are given much more space and independence. In the inquiry steps they take, broad and free exploration is very important (Klapwijk & Holla, 2014; Van Graft & Kemmers, 2007; Van Graft & Klein Tank, 2018). We solved this by distinguishing between reading and writing lessons (with a focus on explicit instruction) and inquiry lessons (more focused on discovery learning). In doing so, we achieved a lower level of integration than we initially envisioned. These findings show that realizing an integrated approach to teaching reading and content learning requires well-considered pedagogical choices, and offers new avenues for future research. Our findings in the various studies show that teachers in primary education currently have too little knowledge to properly teach students about text structure. This is in line with 218
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