Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
The Influence Of A Science Methods Course On Prospective Elementary Teachers’ Visions Of Science Teaching, Martha M. Canipe, Jessica Y. Coronado Verdugo
The Influence Of A Science Methods Course On Prospective Elementary Teachers’ Visions Of Science Teaching, Martha M. Canipe, Jessica Y. Coronado Verdugo
Journal of Educational Research and Practice
Prospective elementary teachers may enter their teacher education program having experienced science more as a collection of definitions and facts than in ways that support rich engagement with scientific phenomena. As a result, their visions of themselves as science teachers may not align with the most recent understandings about how to teach science to support student learning. Science methods courses are settings that have the potential to shift prospective teachers’ visions of science teaching. We used an explanatory sequential mixed methods approach with collection of survey data followed by interviews with selected participants. We analyzed how prospective elementary teachers’ visions …
Supporting Science Learning For English Language Learners, Judith Morrison, Yuliya Ardasheva, Sarah Newcomer, Lindsay Lightner, Gisela Ernst-Slavit, Kira Carbonneau
Supporting Science Learning For English Language Learners, Judith Morrison, Yuliya Ardasheva, Sarah Newcomer, Lindsay Lightner, Gisela Ernst-Slavit, Kira Carbonneau
Journal of Educational Research and Practice
This study focused on two fourth-grade science classrooms with English learners (ELs), exploring how teachers supported students’ science and language/literacy learning in different language contexts. Three a priori research-based practices recommended for supporting science learning framed our exploration: (a) negotiation, opportunities for individual and social construction and critique of knowledge; (b) embedded language, opportunities for language and literacy learning as a natural aspect of science; and (c) non-threatening learning environments, opportunities for social apprenticeship and interaction. We provide insights into how science instructional practices supported ELs’ science and language learning. One key implication is that enacting these three principles of …
Prek–5 Teacher Views Of Professional Development Integrating Common Core Language Arts With Science And Social Studies, Janie Hubbard, Melisa Fowler, Lee Freeman
Prek–5 Teacher Views Of Professional Development Integrating Common Core Language Arts With Science And Social Studies, Janie Hubbard, Melisa Fowler, Lee Freeman
Journal of Educational Research and Practice
Three preK–6 U.S. university methods instructors-researchers (literacy, science, social studies) joined 17 Title I school teachers for collaborative lesson planning and teaching within the preK–5 school setting. Each team’s goal was to create and teach interdisciplinary curriculum units using U.S. English language arts Common Core State Standards with social studies and science. A year-long instrumental case study design was used to examine (a) how teachers perceived collaborative professional development to create interdisciplinary unit plans and (b) how teachers viewed outcomes of teaching interdisciplinary units of their own design. Practice articles regarding Common Core State Standards curricula integration are plentiful; however, …