Teaching the distinctive language of science: An integrated and scaffolded approach for pre-service teachers

Title
Teaching the distinctive language of science: An integrated and scaffolded approach for pre-service teachers
Publication Date
2017
Author(s)
Feez, Susan
( author )
OrcID: https://orcid.org/0000-0003-0977-2640
Email: sfeez@une.edu.au
UNE Id une-id:sfeez
Quinn, Frances
( author )
OrcID: https://orcid.org/0000-0002-3144-3416
Email: fquinn@une.edu.au
UNE Id une-id:fquinn
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Elsevier Ltd
Place of publication
United Kingdom
DOI
10.1016/j.tate.2017.03.019
UNE publication id
une:21298
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.
Link
Citation
Teaching and Teacher Education, v.65, p. 192-204
ISSN
1879-2480
0742-051X
Start page
192
End page
204

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