Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers

Autor/inn/en	van Zee, Emily H.; Jansen, Henri; Winograd, Kenneth; Crowl, Michele; Devitt, Adam
Titel	Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers
Quelle	In: Journal of Science Teacher Education, 24 (2013) 4, S.665-691 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-012-9323-y
Schlagwörter	Physics; Student Teacher Attitudes; Literacy Education; Teaching Methods; Middle School Teachers; Science Interests; Interdisciplinary Approach; Science Instruction; Teacher Collaboration; College Faculty; Content Area Reading; Discussion (Teaching Technique); Preservice Teacher Education; Elementary School Teachers; Elementary School Science; Secondary School Science + Suchen Sie Ihr Suchwort? Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerkooperation; Fakultät; Sinnerfassendes Lesen; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Grundschule; Volksschule
Abstract	The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10