Constructing Explanations in Science: Informal Formative Assessment Practices Among Science Teachers of English Learners

Roman, Diego; Rosal, Karla del; Basaraba, Deni

doi:10.1007/s11165-019-9849-5

Cited by 2 publications

(1 citation statement)

References 14 publications

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“…If science teachers do not know how to teach scientific language in their classroom, it can lead to scientific language anxiety for students and thus hinders their learning . In accordance with the scientific language awareness a teacher should possess regarding the importance of scientific language in the teaching and learning process, teachers seem not to consider scientific language characteristics in their teaching − ,,− or are even unaware of their word choices, e.g., by using scientific terms students actually do not know yet or in an everyday sense, and therefore might convey false knowledge. ,,,,− Additionally, some science teachers see no relevance in formulating lesson objectives regarding scientific language or even do not see teaching scientific language as their task. ,,,− …”

Section: Introductionmentioning

confidence: 99%

Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge

Mönch,

Markic

2023

J. Chem. Educ.

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Language, and thus scientific language, is essential for chemistry teaching and learning. To be able to successfully teach the scientific language of chemistry, the Chemish, (prospective) chemistry teachers need to possess pedagogical scientific language knowledge (PSLK). Thus, teacher preparation needs to focus explicitly on Chemish and its teaching and learning. Therefore, this paper presents and discusses a case study on the development of a seminar unit to foster pre-service chemistry teachers' PSLK. In concrete, this includes (i) sensitizing pre-service chemistry teachers regarding Chemish, (ii) providing pre-service chemistry teachers with knowledge about Chemish and methods and tools to teach Chemish, and (iii) letting them develop their own teaching activities. The seminar unit's development follows the model of participatory action research in university teacher teaching. This paper presents the first cycle for piloting the seminar unit within an obligatory chemistry education course with eight pre-service chemistry teachers. The focus is put on the course of the seminar unit as well as the results of the first evaluation cycle using a mixed methods design. The evaluation reveals that pre-service chemistry teachers' pedagogical scientific language knowledge developed focusing on the three named components. In the meaning of a cyclical development, results are discussed and suggestions for further changes are made.

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Section: Introductionmentioning

confidence: 99%

Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge

Mönch,

Markic

2023

J. Chem. Educ.

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Science Teachers’ Pedagogical Scientific Language Knowledge—A Systematic Review

Mönch

Markic

2022

Education Sciences

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Since students’ knowledge of scientific language can be one of the main difficulties when learning science, teachers must have adequate knowledge of scientific language as well as the teaching and learning of it. Currently, little is known about teachers’ practices and, thus, teachers’ knowledge of scientific language, in general, and the teaching and learning of it (Pedagogical Scientific Language Knowledge, PSLK) in particular. For this reason, with this systematic review, we seek to identify elements of pre- and in-service primary and secondary science teachers’ PSLK. The search was conducted on the database Education Resources Information Center (ERIC) and resulted in 35 articles with empirical evidence after the selection process. The results have been deductively and inductively categorized following the framework of the Refined Consensus Model of Pedagogical Content Knowledge, elaborating elements of different knowledge categories that shape PSLK, as well as PSLK itself (e.g., knowledge of (i) scientific language role models, (ii) making scientific terms and language explicit, (iii) providing a discursive classroom, and (iv) providing multiple representations and resources). We can conclude that more research on PSLK is needed as analyzed articles are mainly based on case studies. Additionally, this paper shows a need for a stronger focus on scientific language in teacher education programs. Implications for further research and teacher education are discussed.

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Constructing Explanations in Science: Informal Formative Assessment Practices Among Science Teachers of English Learners

Cited by 2 publications

References 14 publications

Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge

Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge

Science Teachers’ Pedagogical Scientific Language Knowledge—A Systematic Review

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