Pedagogical Link-Making: A Fundamental Aspect of Teaching and Learning Scientific Conceptual Knowledge

Autor/inn/en	Scott, Phil; Mortimer, Eduardo; Ametller, Jaume
Titel	Pedagogical Link-Making: A Fundamental Aspect of Teaching and Learning Scientific Conceptual Knowledge
Quelle	In: Studies in Science Education, 47 (2011) 1, S.3-36 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7267
Schlagwörter	Concept Formation; Secondary School Science; Literature; Science Instruction; Learning Processes; Teaching Methods; Science Teachers; Models; Foreign Countries; High Schools; Secondary School Students; Scientific Concepts; United Kingdom + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Literatur; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Analogiemodell; Ausland; High school; Oberschule; Sekundarschüler; Großbritannien
Abstract	This paper provides an introduction to the concept of pedagogical link-making in the context of teaching and learning scientific conceptual knowledge. Pedagogical link-making is concerned with the ways in which teachers and students make connections between ideas in the ongoing meaning-making interactions of classroom teaching and learning. First of all we draw upon socio-cultural perspectives to outline why we think that "link-making" is fundamental to science learning and consequently to science teaching and then we identify three main forms of pedagogical link-making. The related research literature is then used to specify pedagogical link-making approaches associated with each of the three main forms. Finally, the resultant framework of link-making forms and approaches is applied in analysing a teaching sequence taken from a UK secondary school science classroom. Part of this analysis involves identifying specific pedagogical tools/strategies that might be employed in the classroom to support link-making. (Contains 12 figures and 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10