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

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.

Reference

Feez, S., & Quinn, F. (2017). Teaching the distinctive language of science: An integrated and scaffolded approach for pre-service teachers. Teaching and Teacher Education, 65, 192-204.

Journal

Teaching and Teacher Education

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Action Research
Case study

Geographic Setting

Australia

Institutional Context

University based

Certification Level

Middle

Programatic Focus

English
Integrated curriculum
not stated
Science

Research Location Context

Integrated science and English
middle school

Preservice Participants

undergraduate preservice teachers

Preservice Sample Size

Other Participant Data

Teacher Educators

Duration of Data Collection

2 years

Data Sources

assignments
Course project
Observations
Written reflections

Data Analysis Tools

no analysis stated

Researcher Positionality

Research Questions

How can disciplinary boundaries - isolating science education from literacy education - in a traditional PST education programme be overcome?
Is this research question explicit from the manuscript? No

How might the design of teaching sequences that integrate science education and disciplinary literacies be modelled for PSTs?
Is this research question explicit from the manuscript? No