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Direct linkCian, Heidi; Cook, Michelle – Research in Science Education, 2020
Student teachers struggle to identify themselves as teachers in their field placement during their student teaching year, and some of the difficulty can be attributed to the change they encounter when they must communicate scientific ideas to students in a language that differs from how they recently learned science at the university level. Using…
Descriptors: Secondary School Science, Student Teachers, Classroom Communication, Verbal Communication
Wilmes, Sara E. D.; Siry, Christina – Research in Science Education, 2021
Science teaching and learning are discursive practices, yet analysis of these practices has frequently been grounded in theorizations that place language at the forefront of interaction and meaning-making. Such language-centric analytic approaches risk overlooking key embodied, enacted aspects of students' engagement in science practices. This…
Descriptors: Interaction, Multilingualism, Learner Engagement, Student Participation
Thörne, Karin; Gericke, Niklas – Research in Science Education, 2014
This study investigates Swedish biology teachers' inclusion of proteins when teaching genetics in grade nine (students 15-16 years old). For some years, there has been a call to give attention to proteins when teaching genetics as a means of linking the concepts "gene" and "trait". Students are known to have problems with this…
Descriptors: Genetics, Science Instruction, Teaching Methods, Verbal Communication
