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Teachers’ reflections on science education from a language perspective
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).ORCID iD: 0000-0003-4463-2707
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).ORCID iD: 0000-0003-1438-3607
2019 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Previous research has pointed to the benefits for students’ learning when language and literacy perspectives are included in science teaching. This extends the level of specific scientific vocabulary, but can be understood in a broader sense as increasing students’ competence of dynamically using registers in different functional contexts. In this paper, we explore teachers’ understanding of the role of language in science instruction and investigate which aspects of this role teachers emphasize when discussing students’ learning. The data consists of observations and documentation of teachers’ discussions during an in-service training course about language and literacy perspectives in science teaching. The analysis reveals the existence of different approaches or categories when it comes to including language perspectives in teaching science. The results suggest that teachers tend to interpret the inclusion of language and literacy perspectives as an increased focus on scientific concepts. Another common approach was to prompt students to replace everyday expressions with scientific ones. However, language and literacy perspectives comprise a wide range of aspects such as creating a relationship between everyday expressions and scientific language, understanding the use of hybrid languages and highlighting a general vocabulary. We conclude that there is a need to continue discussing how different aspects of language and literacy may help strengthen students’ engagement and learning in science.

Place, publisher, year, edition, pages
2019. article id 4364429
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mau:diva-11277Local ID: 30409OAI: oai:DiVA.org:mau-11277DiVA, id: diva2:1408320
Conference
European Science Education Research Association (ESERA), Bologna, Italy (26-30 August, 2019)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-04-26Bibliographically approved

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https://www.esera2019.org/

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Olander, ClasHajer, MaaikeJakobsson, Anders

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf