A Case Study of a Science Teacher's Knowledge of Students in Relation to Addressing the Language Demands of Science

Autor/inn/en	Seah, Lay Hoon; Chan, Kennedy Kam Ho
Titel	A Case Study of a Science Teacher's Knowledge of Students in Relation to Addressing the Language Demands of Science
Quelle	In: International Journal of Science and Mathematics Education, 19 (2021) 2, S.267-287 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seah, Lay Hoon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-019-10049-6
Schlagwörter	Science Teachers; Elementary School Teachers; Grade 4; Science Instruction; Pedagogical Content Knowledge; Language Usage + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; School year 04; 4. Schuljahr; Schuljahr 04; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Sprachgebrauch
Abstract	Learning science encompasses learning the language of science, which can pose considerable challenges to students due to its specialized features and structures. Addressing the three-language problem (the need to transition between daily, general school and disciplinary languages) and the specific language demands of science thus constitutes part of the larger goal of promoting disciplinary literacy. Most studies have focused on the conceptual demands of science learning and have not examined what knowledge teachers require to support students' learning of the language of science. In this study, we focus on science teachers' knowledge of students (KS) for addressing the language demands of science. This qualitative case study has two aims: (1) to unpack a teacher's KS related to their language use in science and (2) to uncover how this KS informs teaching practices. Transcripts of teacher interviews, lesson planning sessions and lessons drawn from two Grade 4 science classrooms taught by a primary science teacher constituted the data for this study. We identify five aspects of KS (i.e. prior knowledge of and about language, difficulties with language, abilities across modes of language and across subject areas and learning progress) that inform four distinct teaching practices. This case study highlights and unpacks a dimension of KS that is often overlooked in the current literature on pedagogical content knowledge (PCK) for science teaching. The implications to teachers' PCK, science teaching and teacher professional development are discussed in light of the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01