Literaturnachweis - Detailanzeige
Autor/inn/en | Carrier, Sarah J.; Grifenhagen, Jill F. |
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Titel | Academic Vocabulary Support for Elementary Science Pre-Service Teachers |
Quelle | In: Journal of Science Teacher Education, 31 (2020) 2, S.115-133 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Carrier, Sarah J.) ORCID (Grifenhagen, Jill F.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1046-560X |
DOI | 10.1080/1046560X.2019.1666631 |
Schlagwörter | Academic Language; Vocabulary Development; Science Instruction; Preservice Teachers; Teaching Methods; Elementary School Teachers; Preservice Teacher Education; Methods Courses; Peer Teaching; Memorization; Science Teachers; Course Content; Undergraduate Students; STEM Education; Student Attitudes; Teacher Student Relationship; Scientific Concepts; Barriers; Outcomes of Education Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Wortschatzarbeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Peer group teaching; Peer Group Teaching; Gedächtnistraining; Science; Science teacher; Wissenschaft; Kursprogramm; STEM; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg |
Abstract | The academic language of science includes science content words and words that describe the practices of scientists. The present study examined science vocabulary knowledge and science vocabulary instruction practices of pre-service teachers enrolled in a primary science methods course. This exploratory mixed-methods study presents quantitative data of the pre-service teachers' personal science vocabulary development during their science methods course including science vocabulary instruction strategies in science lessons taught to peers. Despite significant science vocabulary knowledge growth over the course of the semester, there were inconsistencies regarding their applications of science vocabulary and vocabulary instruction strategies. Interviews reveal the challenge of attempting to disrupt years of memorization strategies for learning science vocabulary. We conclude with recommendations for science teacher educators. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |