, Volume 24, Issue 4, pp 665-691
Date: 08 Nov 2012

Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers

Rent the article at a discount

Rent now

* Final gross prices may vary according to local VAT.

Get Access


The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices.

The opinions expressed are those of the authors and do not necessarily represent those of the granting agency.