A Primary Teacher Learning to Use Scaffolding Strategies to Support Pupils’ Scientific Language Development
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 l...
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doaj-2b64e286eeeb4b3b955f43194efa29592021-04-02T11:30:55ZengLectito JournalsEuropean Journal of STEM Education2468-19542468-43682018-08-013210.20897/ejsteme/3115A Primary Teacher Learning to Use Scaffolding Strategies to Support Pupils’ Scientific Language DevelopmentSharisse van Driel0Esther Slot1Arthur Bakker2Welten Institute, Research Centre for Learning, Teaching, and Technology, Open University of the Netherlands, NETHERLANDSFaculty of Social and Behavioral Sciences, Department of Education, Utrecht University, NETHERLANDSFreudenthal Institute for Science and Mathematics Education, Utrecht University, NETHERLANDSAlthough 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.http://www.lectitopublishing.nl/download/a-primary-teacher-learning-to-use-scaffolding-strategies-to-support-pupils-scientific-language.pdfscientific languagescience and technology educationinquiry-based learningscaffolding strategiesprimary education |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Sharisse van Driel Esther Slot Arthur Bakker |
spellingShingle |
Sharisse van Driel Esther Slot Arthur Bakker A Primary Teacher Learning to Use Scaffolding Strategies to Support Pupils’ Scientific Language Development European Journal of STEM Education scientific language science and technology education inquiry-based learning scaffolding strategies primary education |
author_facet |
Sharisse van Driel Esther Slot Arthur Bakker |
author_sort |
Sharisse van Driel |
title |
A Primary Teacher Learning to Use Scaffolding Strategies to Support Pupils’ Scientific Language Development |
title_short |
A Primary Teacher Learning to Use Scaffolding Strategies to Support Pupils’ Scientific Language Development |
title_full |
A Primary Teacher Learning to Use Scaffolding Strategies to Support Pupils’ Scientific Language Development |
title_fullStr |
A Primary Teacher Learning to Use Scaffolding Strategies to Support Pupils’ Scientific Language Development |
title_full_unstemmed |
A Primary Teacher Learning to Use Scaffolding Strategies to Support Pupils’ Scientific Language Development |
title_sort |
primary teacher learning to use scaffolding strategies to support pupils’ scientific language development |
publisher |
Lectito Journals |
series |
European Journal of STEM Education |
issn |
2468-1954 2468-4368 |
publishDate |
2018-08-01 |
description |
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. |
topic |
scientific language science and technology education inquiry-based learning scaffolding strategies primary education |
url |
http://www.lectitopublishing.nl/download/a-primary-teacher-learning-to-use-scaffolding-strategies-to-support-pupils-scientific-language.pdf |
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