ERIC Number: EJ1187854
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1046-560X
EISSN: N/A
Supporting the Use of Scientific Language: Teachers' Use of Content-Foregrounded Educative Features
Kademian, Sylvie M.; Arias, Anna Maria; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan
Journal of Science Teacher Education, v28 n2 p146-168 2017
The purpose of this study was to determine how elementary teachers used scientific language during a whole-class discussion to describe 3 biological phenomena (interactions, dependent relationships, and interdependent relationships) with and without educative curricula. Findings revealed that the ways in which the 6 teachers enacted the discussion reflected and varied from the original written curriculum materials. In addition, teachers provided with curriculum materials that contained educative features foregrounding scientific content tended to use scientific language to describe the 3 phenomena more frequently and more accurately than teachers given curriculum materials without the educative features. Teacher interviews provided insight into teachers' perceived struggles enacting the whole-class discussion and teachers' perceived importance of the use of scientific language. These findings have implications for curriculum developers, teacher educators, and teachers. The study highlights the need to support teachers' use of scientific language and ability to talk science with elementary students.
Descriptors: Elementary School Teachers, Science Teachers, Elementary School Science, Instructional Materials, Elementary School Students, Science Instruction, Scientific Literacy, Teaching Methods, Grade 4, Scientific Principles
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1007753