Development of a questionnaire on teachers' knowledge of language as an epistemic tool

Fulmer, Gavin W.; Hwang, Jihyun; Ding, Changqing; Hand, Brian; Suh, Jee Kyung; Hansen, William B.

doi:10.1002/tea.21666

Cited by 19 publications

(16 citation statements)

References 119 publications

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“…Turkan et al [43] present a theoretical framework in Disciplinary Linguistic Knowledge (DLK) to teach the content of a specific discipline to ELLs. Fulmer et al [44] describe a need for teachers' knowledge of language as an epistemic tool in science classes. All the approaches [36,[41][42][43][44] have in common that teachers need to know the linguistic features spoken in their content area(s), be aware of these features, and actively and purposefully incorporate that discipline-specific language into classroom activities.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Fulmer et al [44] describe a need for teachers' knowledge of language as an epistemic tool in science classes. All the approaches [36,[41][42][43][44] have in common that teachers need to know the linguistic features spoken in their content area(s), be aware of these features, and actively and purposefully incorporate that discipline-specific language into classroom activities. The crucial component and overarching principle are, however, to put the knowledge and attitudes into practice.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Exploring Pre-Service Chemistry Teachers’ Pedagogical Scientific Language Knowledge

Mönch

Markic

2022

Education Sciences

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Chemish, as the scientific language of chemistry, is essential for communicating in and understanding chemistry. At the same time, Chemish is one of the major difficulties in teaching and learning chemistry in the school context. Although in recent years the importance of language in general and scientific language in particular has been pointed out and much research has been carried out on these topics, less is known about (pre-service) chemistry teachers’ knowledge of teaching and learning the scientific language in chemistry classes. Thus, the research on Pedagogical Scientific Language Knowledge (PSLK) is missing. As this knowledge is crucial for (future) chemistry teachers to teach chemistry, in our survey, we seek to evaluate the extent of 41 pre-service chemistry teachers’ PSLK. The answers are analyzed using qualitative content analysis. Results show that pre-service chemistry teachers’ content knowledge resembles the level of knowledge for higher secondary schools. Likewise, the pre-service chemistry teachers have a lack of incisive pedagogical content knowledge: although recognizing problems within Chemish, the pre-service chemistry teachers hardly address those and do not focus on the characteristics of Chemish while explaining scientific terms. On this basis, implications for further university chemistry teacher education and research will be drawn.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Exploring Pre-Service Chemistry Teachers’ Pedagogical Scientific Language Knowledge

Mönch

Markic

2022

Education Sciences

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“…Transforming classrooms into epistemologically rich environments requires changing the epistemic underpinnings of learning and teaching practices, such as the use of language, the structure of dialogic interactions, resource use, and decision making around knowledge (Fulmer et al, 2021; Hand et al, 2016). This requires teachers to reframe learning environments by allowing students to utilize epistemic agency to generate knowledge and practice discourses in a community (Engle et al, 2012; Miller et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct

et al. 2022

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Research in science education has emphasized the importance of knowledge generation approaches to learning. Creating generative learning environments requires teachers to address the epistemic underpinning of science practices and shift their orientations toward knowledge generation approaches. This study aimed to propose epistemic orientation as a key component of teacher development for implementing knowledge generation approaches and develop an empirically grounded model of the construct through a mixed‐method approach. Epistemic orientation toward teaching science for knowledge generation (EOTS‐KG) was defined as a particular direction of thinking concerning how to deal with knowledge and knowledge generation processes when a teacher aims to create generative learning environments for teaching science. Building on the theoretical model of EOTS‐KG established through a critical literature review, we conducted a multiple case study of exemplary elementary teachers and designed an instrument called the Epistemic Orientation Survey. The model from the case study described four major subdimensions indicated by 11 essential elements that should be considered when preparing teachers for implementing a knowledge approach, suggesting that teachers' beliefs about learning should be a priority in teacher development. Using the instrument, we tested the dimensionality of the construct, leading to the suggestions that both unidimensional and multidimensional models are valuable for use in future research. We believe the model developed in this study would serve as a powerful framework to allow researchers to examine changes in teachers' epistemic orientation in various contexts.

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“…There have been many attempts at interdisciplinary approaches to integrate science and literacy into science education (e.g., Hand et al, 2003 ; Norris & Phillips, 2003 ; Yore, 2018 ). Language in the form of written texts, spoken words, and figural representations is essential for learning in all science classrooms (Fulmer et al, 2021 ). Moreover, language not only includes reading and writing about science, but also comprehension, metacognition, alternative texts, writing, and inquiry (Yore et al, 2003 ).…”

Section: Introductionmentioning

confidence: 99%

Science Fiction as an Instructional Strategy: Foundations, Procedures, and Results for Pre-service Teachers

Özdemir

Öztürk

2022

Int J of Sci and Math Educ

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Science fiction (SF) combines realistic and imaginary elements of science and technology and develops students’ imagination, creativity, and interest in science. Therefore, the aim of this study is to examine SF stories written by pre-service science teachers (PSTs) in terms of various textual and science variables. The case study of SF story writing aimed to develop a theoretical framework to analyze how narrative elements, plot structure, agency, the nature of science content, characteristics of the SF genre, and ethics in scientific research are included in the stories of a group of Turkish PSTs. The participants of the study were 58 pre-service teachers enrolled in the science education department at a public university in Turkey. Working in groups, they wrote 13 different SF stories. The stories were analyzed with a rubric including two parts: narrative and other story elements and the characteristics of the SF genre. The results showed that the stories included fictional and realistic features of science and technology, scientific concepts, and details about scientific realities. The stories addressed the social and cultural embeddedness of scientific knowledge and details about the scientific method. However, the originality is limited in many stories as they had traces from popular movies, books, and TV series. The stories did consider a range of ethical issues, including unauthorized experimentation and manipulating scientific information for personal, political, and financial interests. The current study could contribute to the literature about the use and assessment of SF stories in science education. Supplementary Information The online version contains supplementary material available at 10.1007/s10763-021-10244-4.

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Development of a questionnaire on teachers' knowledge of language as an epistemic tool

Cited by 19 publications

References 119 publications

Exploring Pre-Service Chemistry Teachers’ Pedagogical Scientific Language Knowledge

Exploring Pre-Service Chemistry Teachers’ Pedagogical Scientific Language Knowledge

Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct

Science Fiction as an Instructional Strategy: Foundations, Procedures, and Results for Pre-service Teachers

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