Journal article
Elementary teachers' knowledge of using language as an epistemic tool in science classrooms: a case study
International journal of science education, Vol.47(2), pp.232-256
01/22/2025
DOI: 10.1080/09500693.2024.2315567
Abstract
Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers' development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on how a three-year professional development programme centred around the Science Writing Heuristic (SWH) approach influences the development of these knowledge bases. Our findings indicate that the SWH PD positively influenced the teachers' knowledge development while there were disparities in knowledge development across individual teachers and knowledge aspects. We further discuss the changes in the teachers' knowledge and provide implications for future professional development and research regarding language use in science classrooms.
Details
- Title: Subtitle
- Elementary teachers' knowledge of using language as an epistemic tool in science classrooms: a case study
- Creators
- Qi Si - University of AlabamaJee K. Suh - University of AlabamaJale Ercan-Dursun - University of AlabamaBrian Hand - University of IowaGavin W. Fulmer - University of Iowa
- Resource Type
- Journal article
- Publication Details
- International journal of science education, Vol.47(2), pp.232-256
- Publisher
- Taylor & Francis
- DOI
- 10.1080/09500693.2024.2315567
- ISSN
- 0950-0693
- eISSN
- 1464-5289
- Number of pages
- 25
- Grant note
- National Science Foundation10.13039/501100008982
- Language
- English
- Electronic publication date
- 02/10/2024
- Date published
- 01/22/2025
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984562590602771
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