Explanations in STEM Areas: An Analysis of Representations through Language in Teacher Education

Autor/inn/en	Cabello, Valeria M.; Real, Constanza; Impedovo, Maria Antonietta
Titel	Explanations in STEM Areas: An Analysis of Representations through Language in Teacher Education
Quelle	In: Research in Science Education, 49 (2019) 4, S.1087-1106 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cabello, Valeria M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-019-9856-6
Schlagwörter	STEM Education; Second Language Learning; Graphs; Teaching Methods; Student Teachers; Language Teachers; Teacher Education Programs; Scientific Concepts; Verbal Communication; Nonverbal Communication; Interdisciplinary Approach; Role Playing; Student Attitudes; Scientists; Science Instruction; Second Language Instruction + Suchen Sie Ihr Suchwort? STEM; Zweitsprachenerwerb; Grafische Darstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language teacher; Sprachunterricht; Non-verbal communication; Nonverbale Kommunikation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Rollenspiel; Schülerverhalten; Scientist; Wissenschaftler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fremdsprachenunterricht
Abstract	Constructing explanations of scientific concepts is one of the most frequent strategies used in the science classroom and is a high-leverage teaching practice. This study analysed the explanations provided by student teachers in STEM areas from a socio-materiality perspective focused on verbal and nonverbal language and representations. The study was conducted in a hybrid research format by scholars and a preservice teacher. First, the study compared the representational elements used by 86 student teachers to construct explanations about various concepts in a roleplay setting. Next, a positioning analysis was done by a preservice teacher, to a selection of five of these explanations focused on the concept of "force". The positioning analysis highlighted the embedded voices in the construction of explanations, with a focus on the intersection between science and language. The results showed that the student teachers created explanations as static artefacts, mainly using examples, graphs and images to clarify the concepts. The voices of learners and scientists were mostly absent from the explanations, which led to the presentation of explanations in STEM areas as finished and unquestionable artefacts, with references neither to nature nor to the history of science. We reflect on the meanings attributed to learning to be a practitioner in the context of interconnecting science and language through explanations, as a process of meaning (re)production within the classroom. Implications for teacher education are discussed in order to enhance student teachers' awareness about constructing knowledge by enacting explanations in the science classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01