Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers
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.
KeywordsPhysics Prospective teachers Literacy learning
This project is supported by National Science Foundation grant No. 0633752-DUE, Integrating Physics and Literacy Learning in a Physics Course for Elementary and Middle School Teachers, Henri Jansen, PI, Department of Physics, Emily van Zee, co-PI, Department of Science and Mathematics Education, College of Science and Kenneth Winograd, co-PI, Department of Teacher and Counselor Education, College of Education, Oregon State University.
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