Scaffolding primary teachers in designing and enacting language-oriented science lessons: Is handing over to independence a fata morgana?

Smit, Jantien; Gijsel, Martine; Hotze, Anna C. G.; Bakker, Arthur

doi:10.1016/j.lcsi.2018.03.006

Cited by 21 publications

(22 citation statements)

References 36 publications

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“…However, Kern argued that each of these challenges can be overcome with certain strategies from the person handling the teaching and learning process. The same thing was also urged by Smit, Gijsel, Hotze, & Bakker [3]. They are in line with Kern's view that the local language teaching in Indonesia is also faced with various problems.…”

Section: Introductionsupporting

confidence: 65%

Regional Language Learning in Regional Multilingual Classes: Problems and Handling

Kadir¹,

Thaba²,

Munirah³

et al. 2020

ujer

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Section: Introductionsupporting

confidence: 65%

Regional Language Learning in Regional Multilingual Classes: Problems and Handling

Kadir¹,

Thaba²,

Munirah³

et al. 2020

ujer

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“…A crucial component in all integrated instructions are teachers' verbal instruction strategies. It has been shown that teachers do not use these strategies by themselves in the context of science, due to a perceived lack of self-efficacy (Van Aalderen-Smeets, Walma van der Molen, & & Asma, 2012), but a teacher training enables in-service primary school teachers to apply verbal support strategies in the classroom (Smit, Gijsel, Hotze, & Bakker, 2018).…”

Section: Training Of Teacher's Verbal Supportmentioning

confidence: 99%

A combined approach to strengthen children’s scientific thinking: direct instruction on scientific reasoning and training of teacher’s verbal support

Graaf

Sande

Gijsel

et al. 2019

International Journal of Science Education

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Inquiry-based lessons have been demonstrated to improve children's scientific thinking (i.e. reasoning abilities and domainspecific knowledge). Although empirical evidence shows that inquiry-based learning requires instruction, research comes from two approaches that have not been bridged yet: direct instruction of scientific reasoning and teacher training of verbal support. We investigated how these two types of instruction separately or combined strengthened children's scientific thinking by comparing four conditions: baseline, direct instruction, verbal support, and a combined approach. Effectiveness of an inquirybased lesson series on scientific reasoning abilities, vocabulary, and domain-specific knowledge (near and far transfer) were studied among 301 fourth graders. Results showed that both approaches strengthened different components of scientific reasoning abilities, and that a combination of instructions was most effective for scientific reasoning abilities, vocabulary, and domain-specific knowledge. Domain-specific knowledge acquisition was strengthened only when both instructions were provided. It can thus be concluded that each type of instruction has unique contributions to children's science learning and that these instructions complement each other. Our study thus showed that inquiry-based lesson series when preceded by direct instruction of scientific reasoning and scaffolded with verbal support are most effective. ARTICLE HISTORY

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“…They do not care either students understanding the real meaning of subject matter or the basic science concept (Acharya, 2019d). Scaffolding students to understand science concepts is beyond the knowledge of science teachers (Smit, Gijsel, Hotze, & Bakker, 2018;Van Driel, Slot, & Bakker, 2018). Collaborative learning among the students was not practised by science teachers rather they opt to maintain strict discipline in the silent mode of the classroom situation.…”

Section: Introductionmentioning

confidence: 99%

Collaborative Learning Practices by Gender: A Case of a Community School in Nepal

Acharya¹,

Acharya²,

Shrestha³

2020

IES

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This study explores the situation of basic level community school boy and girl students' science and health learning through collaborative culture. Fifth, sixth and seventh-grade students (both boys and girls) took part in this study. As per the aim of this study, a set of questionnaire was developed and administered to the sampled students. Two hundred and fifty-eight students were selected from the sampled school using the census sampling technique. All the students were involved in collaborative learning activities such as building trust and open communication, establishing group interaction, respect diversity and sharing creative ideas based on the basic level science and health curriculum aiming at promoting inquiry learning through collaboration. A quantitative analysis involving the use of the Chi-square test at 0.05 level of significance, Likelihood ratio and Somer's symmetric was conducted to see the association between the variables. The results showed that science and health collaborative learning activities by gender were not associated significantly. There was no statistically significant difference (α=0.05) between the variables studied. The findings showed a weak association with gender and collaborative science and health learning activities in the classrooms.

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Scaffolding primary teachers in designing and enacting language-oriented science lessons: Is handing over to independence a fata morgana?

Cited by 21 publications

References 36 publications

Regional Language Learning in Regional Multilingual Classes: Problems and Handling

Regional Language Learning in Regional Multilingual Classes: Problems and Handling

A combined approach to strengthen children’s scientific thinking: direct instruction on scientific reasoning and training of teacher’s verbal support

Collaborative Learning Practices by Gender: A Case of a Community School in Nepal

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