A Primary Teacher Learning to Use Scaffolding Strategies to Support Pupils' Scientific Language Development

Autor/inn/en	van Driel, Sharisse; Slot, Esther; Bakker, Arthur
Titel	A Primary Teacher Learning to Use Scaffolding Strategies to Support Pupils' Scientific Language Development
Quelle	In: European Journal of STEM Education, 3 (2018) 2, Artikel 5 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4368
Schlagwörter	Elementary School Teachers; Teaching Methods; Scaffolding (Teaching Technique); Case Studies; Science Instruction; Elementary School Students; Teacher Attitudes; Foreign Countries; Language Usage; Classroom Communication; Language Acquisition; Netherlands + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Ausland; Sprachgebrauch; Klassengespräch; Sprachaneignung; Spracherwerb; Niederlande
Abstract	Although learning scientific language is crucial for learning science, many primary school teachers lack the knowledge and skills to support this. The present case study reports on a primary school teacher who learned to use a repertoire of scaffolding strategies for stimulating pupils' scientific language development in inquiry-based science lessons (14 pupils; grade 4). Teacher support included an instructional sequence, participation in interviews and writing reflective reports. The aim of this study is to identify how the teacher used the scaffolding strategies in a classroom with native speakers and which challenges she experienced during the process. Analysis of lesson transcripts showed that the teacher applied all scaffolding strategies suggested to her. Analysis of interview transcripts gave insight into five categories of challenges the teacher experienced while using scaffolding strategies, including her expectations regarding pupils' scientific language level and dealing with differentiation in the classroom. The findings show that a teacher can learn to apply multiple scaffolding strategies for stimulating scientific language development. Patterns in the use of scaffolding strategies arose related to the aim of the strategy, the situation (i.e., phase of the empirical cycle and teaching approach) and the required pedagogical content knowledge (and skill) of the teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01