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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
Dynamic Variables Of Science Classroom Discourse In Relation To Teachers’ Instructional Beliefs, Sibel Kaya
Dynamic Variables Of Science Classroom Discourse In Relation To Teachers’ Instructional Beliefs, Sibel Kaya
Australian Journal of Teacher Education
The current study examines if the occurence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers’ instructional beliefs. Twelve 4th grade teachers from two different schools volunteered to participate in the study. Data was collected through semi-structured interviews and classroom observations. Both qualitative and quantitative methods were used to determine teachers’ instructional beliefs, classroom practices and dynamic variables of classroom discourse. Results showed that teachers were more teacher-centred in their classroom practices than their instructional beliefs. There were no differences among teachers with different instructional beliefs in …
Preparation For Practice: Elementary Preservice Teachers Learning And Using Scientific Classroom Discourse Community Instructional Strategies, Elizabeth Lewis, Oxana Dema, Dena Harshbarger
Preparation For Practice: Elementary Preservice Teachers Learning And Using Scientific Classroom Discourse Community Instructional Strategies, Elizabeth Lewis, Oxana Dema, Dena Harshbarger
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education community's major links to schools and science education reform. However, they often lack a strong background in science, knowledge of effective science teaching strategies, and consequently have low confidence and self-efficacy. This investigation explored the initial learning of elementary PSTs using an interdisciplinary model of a scientific classroom discourse community during a science methods course. Findings …
A Professional Learning Community Activity For Science Teachers: How To Incorporate Discourse-Rich Instructional Strategies Into Science Lessons, Elizabeth Lewis, Dale Baker, Nievita Bueno Watts, Michael Lang
A Professional Learning Community Activity For Science Teachers: How To Incorporate Discourse-Rich Instructional Strategies Into Science Lessons, Elizabeth Lewis, Dale Baker, Nievita Bueno Watts, Michael Lang
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design activity provides a quick and practical means of transforming science lessons to be more engaging for students. Through this activity teachers can redesign any science lesson by focusing on each of the five core components of a scientific classroom discourse community: (a) scientific inquiry, (b) oral discourse, (c) written discourse, (d) academic language development, and (e) learning …