ERIC Number: ED409182
Record Type: RIE
Publication Date: 1997-Mar
The Use of Journals in Science Teaching and Learning for Prospective Teachers: An Active Tool of Students' Reflections.
Abbas, Abdullah; Gilmer, Penny J.
Most science instructors in classes for prospective teachers emphasize the learning of basic facts and definitions in science from textbooks and lectures. Relatively little emphasis is placed on understanding science knowledge and how to use it in daily life. Most students in these classes tend to learn science, probably without understanding, through memorizing facts, equations, and definitions because the instructors and students belong to different discursive communities separated by a wide gap. The problem this presents is that of how to overcome the language barrier that prevents members of the student's community from crossing the border into the instructor's world of science. In the present study, the use of journals as a nonthreatening mode of discourse encouraged all students to interact actively with their instructor. The use of journals stimulated active learning through facilitating interaction between students and their instructor in a manner that is not traditionally present. The students' meaningful learning of science was enhanced by expressing ideas, asking and answering questions, and presenting the troubles they had to their instructor. Contains 17 references. (Author)
Descriptors: Communication (Thought Transfer), Constructivism (Learning), Dialog Journals, Discourse Modes, Higher Education, Interpersonal Communication, Preservice Teacher Education, Problem Solving, Science Instruction, Science Teachers, Scientific Literacy, Student Journals, Teacher Student Relationship, Teaching Methods
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).