Scaffolding Preservice Teachers' Evaluation of Children's Science Literature: Attention to Science-Focused Genres and Use

Autor/in	Ford, Danielle J.
Titel	Scaffolding Preservice Teachers' Evaluation of Children's Science Literature: Attention to Science-Focused Genres and Use
Quelle	In: Journal of Science Teacher Education, 15 (2004) 2, S.133-153 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1023/B:JSTE.0000044868.38737.88
Schlagwörter	Scaffolding (Teaching Technique); Preservice Teachers; Inquiry; Evaluation Criteria; Scientific Literacy; Science Education + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung
Abstract	The use of an inquiry framework to support the development of learners' scientific literacy has been supported by research on learning in science and advocated by the major science standards and policy documents. To fully engage in inquiry, however, a wide range of tools, including both activities and texts, must be employed. The successful integration of text materials requires the selection of suitable texts. This, in turn, requires an in-depth understanding of the types of science books available and their potential uses within an inquiry framework. To support preservice teachers' development of these understandings, I examined the criteria they typically employ when evaluating texts in contextualized and uncontextualized settings. In these settings, students attended primarily to visual characteristics of texts or exhibited their limited understandings of science content and text use. These results were used to develop an evaluation framework that emphasizes use in inquiry over other typical evaluation criteria. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10