Teacher perspectives on science literacy in multilingual classrooms : multidisciplinary explorations

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Teacher perspectives on science literacy in multilingual classrooms : multidisciplinary explorations

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Publication Conference other
Title Teacher perspectives on science literacy in multilingual classrooms : multidisciplinary explorations
Author Hajer, Maaike ; Lund Nielsen, Birgitte ; Tytler, Russell ; Ramli, Zurani ; Olander, Clas
Date 2017
English abstract
How can different disciplinary perspectives meet and lead to a deeper understanding of science literacy learning in an educational design approach? Especially in multilingual settings, science teachers need an understanding and a repertoire to move between daily and scientific discourses and to connect new concepts and wordings to students’ daily knowledge and language in the language of instruction (Jakobsson, Mäkitalo & Säljö 2009). Understanding this learning and teaching of science literacy requires a multidisciplinary approach. In this international Roundtable session we present and discuss short video clips from teacher discussions and classroom data from the Swedish Science and Literacy Teaching (SALT) project. In specific the Clarke & Hollingworth (2002) model of teacher growth is used while analyzing. The model distinguishes between teachers personal domain of knowledge and beliefs, practice domain of experimenting in the classroom, domain of consequence including salient student outcomes and the external domain of school based professional development. Having previewed the selected video clips, presenters from two other multilingual contexts give their comments on the analytical approach drawing on their own research in science teaching in multilingual settings. The audience is invited to actively discuss the contributions of different disciplines to the analyses of these concrete science classroom data. Clarke, D. & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education 18, 948-967. Jakobsson, A., Mäkitalo, Å., & Säljö, R. (2009). Conceptions of knowledge in research on students' understanding of the greenhouse effect: Methodological positions and their consequences for representations of knowing. Science Education, 93(6), 978-995.
Conference
European Association of Research on Learning and Instruction (EARLI) (August 29 to September 2, 2017 : Tampere, Finland)
Link https://earli.org/sites/default/files/2017-09/EARLI2017_book_of_abstracts1309.pdf .Icon
Host/Issue EARLI 2017 Book of Abstracts;
Language eng (iso)
Subject Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/24054 Permalink to this page
Link https://www.earli.org/earli-2017... (external link to related web page)
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