Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/21105
Title: Teaching the distinctive language of science: An integrated and scaffolded approach for pre-service teachers
Contributor(s): Feez, Susan  (author)orcid ; Quinn, Frances  (author)orcid 
Publication Date: 2017
DOI: 10.1016/j.tate.2017.03.019
Handle Link: https://hdl.handle.net/1959.11/21105
Abstract: To learn science and demonstrate science learning, school students must bridge the gap between everyday use of language and image and the specialised use of language and image needed to achieve science curriculum outcomes. Pre-service teachers studying at a regional Australian university were shown how to help their future students bridge this gap. A transdisciplinary model was used to demonstrate the teaching of specialised science literacies integrated with the teaching of science in the middle school years, resulting in high levels of engagement, more effective use of learning time, and valuable opportunities for teacher educator professional learning.
Publication Type: Journal Article
Source of Publication: Teaching and Teacher Education, v.65, p. 192-204
Publisher: Pergamon Press
Place of Publication: United Kingdom
ISSN: 1879-2480
0742-051X
Field of Research (FOR): 130212 Science, Technology and Engineering Curriculum and Pedagogy
130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
130313 Teacher Education and Professional Development of Educators
Socio-Economic Outcome Codes: 930202 Teacher and Instructor Development
930201 Pedagogy
930101 Learner and Learning Achievement
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article

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