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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
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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: Elsevier Ltd
Place of Publication: United Kingdom
ISSN: 1879-2480
Fields of Research (FoR) 2008: 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
Fields of Research (FoR) 2020: 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
390307 Teacher education and professional development of educators
390113 Science, technology and engineering curriculum and pedagogy
Socio-Economic Objective (SEO) 2008: 930202 Teacher and Instructor Development
930201 Pedagogy
930101 Learner and Learning Achievement
Socio-Economic Objective (SEO) 2020: 160302 Pedagogy
160303 Teacher and instructor development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article

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