The Effect of Teachers' Language on Students' Conceptions of the Nature of Science.

Autor/inn/en	Zeidler, Dana L.; Lederman, Norman G.
Titel	The Effect of Teachers' Language on Students' Conceptions of the Nature of Science.
Quelle	(1987), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biology; Classroom Communication; Communication Skills; Language Patterns; Science Education; Science Instruction; Science Teachers; Scientific Attitudes; Scientific Literacy; Secondary Education; Secondary School Science; Teacher Student Relationship; Verbal Communication; Verbal Stimuli + Suchen Sie Ihr Suchwort? Biologie; Klassengespräch; Kommunikationsstil; Sprachmodell; Sprachstruktur; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Conveying an adequate conception of the nature of science to students is considered by many to be implicit in the broader context of what has come to be known as scientific literacy. It has also been demonstrated that possession of valid concepts of the nature of science do not necessarily result in better science teaching. This study examines the possibility that the language teachers use to communicate science content may provide the context (Realist or Instrumental orientations) in which students come to formulate a world view of science. Eighteen high school biology teachers and one randomly selected class from each of their sections (N=409) students were administered pre and post tests at the beginning and end of the fall term using the Nature of Scientific Knowledge Scale (NSKS). Teachers' ordinary language in the presentation of subject matter was found to have significant impact on students' conceptions of the nature of science. These variables represented different contexts (Realist-Instrumental) teachers used to express themselves, scientific information and scientific concepts. (Author/TW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC