scholarly journals Narratives of “Dynamic Movement” in Disciplinary Literacy

2012 ◽  
Vol 14 (3) ◽  
pp. 46
Author(s):  
Paula Moffat
Keyword(s):  
Science Teacher ◽  
Narrative Inquiry ◽  
Scientific Literacy ◽  
Writing Skills ◽  
Structured Interview ◽  
Disciplinary Literacy ◽  
Collaborative Approach ◽  
Dynamic Movement ◽  
Similarities And Differences ◽  
Literacy Pedagogy

Through a narrative inquiry involving a semi-structured interview and autobiographical reflection, the author explores the similarities and differences in literacy pedagogy between a literacy leader and a science teacher. Disciplinary literacy provides an opportunity for both teachers to better understand scientific literacy, and their different perspectives contribute to a rich conversation. Themes of similarities which emerge include embracing multiliteracies, investigation, a critical stance, and wonder Themes of differences include separating writing skills from form and confidence with numeracy and statistics. A collaborative approach to the implementation of disciplinary literacy and to further research is recommended.

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

scholarly journals Improving informative and narrative writing skills associated with multimodal literacy of middle school students

2018 ◽  
Vol 10 (4) ◽  
pp. 79-94
Author(s):  
Mazhar Bal
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Writing Process ◽  
Writing Skills ◽  
Comic Book ◽  
Structured Interview ◽  
Middle School Student ◽  
Semantic Interpretation ◽  
Narrative Writing ◽  
School Students

The purpose of this research is to improve informative and narrative writing skills of middle school students. The study was designed with action research. The research group is middle school students. Data collection techniques were student diary, semi-structured interview form, semi-structured observation form and documents that consist of comics produced by the students. Descriptive analysis and content analysis techniques were used together in the analysis. It has been determined that the writing process has not attracted students; however, comic books have been shown to attract students It has also been found that the process of semantic interpretation of the text is facilitated. It has been determined that most spelling and punctuation mistakes were made in the writing process. It is thought that the reasons for these mistakes are the habits of out-of-school life. It has been determined that writing processes related to multimodal texts have a positive effect on students’ interest and sense of responsibility.Keywords: Comic book, graphic novel, informative writing, middle school student, narrative writing.*

scholarly journals THE USE OF JAZZ CHANTS TO DEVELOP YEAR 3 PUPILS’ ABILITYTO CONSTRUCT SIMPLE SENTENCES

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Dina Syafiqa Annur Azhar ◽  
SriRanjani Naidu
Keyword(s):  
Teaching Strategy ◽  
Writing Skills ◽  
Document Analysis ◽  
Structured Interview ◽  
Classroom Teaching ◽  
Future Research ◽  
Post Test ◽  
Research Findings ◽  
Simple Sentences ◽  
Collection Methods

This action research attempts to improve teacher’s classroom teaching in developing pupils’ ability to construct simple sentences. Jazz chanting was adapted to teach writing skills and  was used as the intervention. This research aimed to describe the extent the use of jazz chants was able to develop Year 3 pupils’ ability to construct simple sentences effectively. Three research participants  were chosen among year 3 pupils. The participants were purposefully identified as they had encountered difficulties in constructing simple sentences. Three lessons to exploit the intervention were conducted in this research. The data collection methods that were used in this research to gain insights into the effectiveness of the teacher’s teaching strategy were document analysis consisting of worksheets and a pre-test and a post-test, observation and a semi-structured interview with the participants. The research findings revealed that the teaching with the use of the intervention, jazz chanting, was able to positively impact two participants in constructing simple sentences effectively.Meanwhile, triangulation of the various data also indicated that the teaching aided by the intervention failed to have the expected impact on one participant. Discussion of the research findings and conclusion had highlighted the researcher’s pertinent reflection and suggestions for further improvement on the intervention and for future research.

Double Dearth Effect

2022 ◽  
pp. 95-112
Author(s):  
Judy Cañero Bautista ◽  
Al Ryanne Gabonada Gatcho
Keyword(s):  
Socioeconomic Status ◽  
Narrative Inquiry ◽  
Low Income ◽  
Literacy Practices ◽  
Life Experiences ◽  
Structured Interview ◽  
Working Definition ◽  
The Rich ◽  
Low Income Families ◽  
Definition Of

This chapter presents a narrative inquiry on the life experiences of three Filipino families who belong to each representation of socioeconomic status. Furthermore, it unpacks the temporal, social, and geophysical or spatial elements of their narratives in relation to the disruptive effects of the coronavirus pandemic on their resources, access, and literacy practices. Subsequent to securing their consent, each family was subjected to an online recorded semi-structured interview where they shared their life experiences. The recorded responses were later transcribed and analyzed using Montero and Washington's lens in exploring narratives. The researchers ultimately provide collaborative narratives of the three families' experiences and theorize on the specific experiences of poor or low-income families against the experiences of the middle class and the rich or high-income families. The researchers end the chapter by offering a working definition of their concept called the double-dearth effect.

scholarly journals AR Learning Environment Integrated with EIA Inquiry Model: Enhancing Scientific Literacy and Reducing Cognitive Load of Students

2021 ◽  
Vol 13 (22) ◽  
pp. 12787
Author(s):  
Yang Yang ◽  
Su Cai ◽  
Yuxi Wen ◽  
Jiangxu Li ◽  
Xinyue Jiao
Keyword(s):  
Learning Environment ◽  
Scientific Inquiry ◽  
Scientific Literacy ◽  
Science Learning ◽  
Qualitative Data ◽  
Structured Interview ◽  
Fifth Grade ◽  
Pedagogical Tool ◽  
Positive Effects ◽  
Teachers And Students

This study constructed the EIA (Experience–Inquiry–Application) model to evaluate its extent on promoting scientific inquiry activities under an AR learning environment in an upper primary science course setting. Two hundred and nine fifth-grade Chinese students were randomly assigned to one of the three conditions, as a quasi-experiment was conducted to investigate how the EIA model and the AR learning environment influence students’ science learning. Both quantitative and qualitative data were collected. Quantitative data suggest that students who participated in the EIA model under the AR setting performed the best; it also gives evidence to support that both the EIA model and the AR environment has significant positive effects on students’ performance in science learning. Qualitative data, in the form of a semi-structured interview with teachers and students, reveal that AR is able to be used for experiments that were originally deemed impossible, and it inspires students’ motivation for knowledge acquisition. Moreover, the EIA model empowers students in small-group collaboration, and is a good pedagogical tool to summarize units. EIA and AR form a bond of theory and technology and it strengthens students in manifold ways when it is deeply interwoven.

scholarly journals EL MODELO DE CUSTODIA PREFERIDO POR DIFERENTES GENERACIONES

2016 ◽  
Vol 2 (1) ◽  
pp. 457
Author(s):  
Beatriz Triana Pérez ◽  
Esther Martínez Crespo
Keyword(s):  
Young People ◽  
Structured Interview ◽  
Social Changes ◽  
Joint Custody ◽  
Spanish Society ◽  
Mothers And Fathers ◽  
Sole Custody ◽  
Similarities And Differences

Abstract:PREFERRED CUSTODY MODEL ACCORDING DIFFERENT GENERATIONSMany Spanish families face family break-ups every year. When a couple who are divorcing have children, it is necessary to decide on custodial arrangements. Usually, custody is awarded to mothers, but joint custody is beginning to be used among Spanish society. The change towards this kind of custody is rather slow. Thus, the main objective of this study has been to analyze, in an exploratory way, which type of custody the participants from three different generations consider most appropriate. Moreover, participants’ believes about the similarities and differences between mothers’ and fathers’ capabilities for raising their children were explored. A sample of 144 subjects (adolescents, young people and adults), from both sexes, participated in the study, answering a semi-structured interview. Results show an increasing acceptance of co-parenting, but it is dependent on certain circumstances such as the capacity and desire for involvement that each parent shows towards their children. These data lead to an important reflection on the need for higher social changes in the distribution of parental roles.Key-words: sole custody, joint custody, different generations, parental roles.Resumen:Numerosas familias españolas se enfrentan cada año a la ruptura familiar. Cuando la pareja que se separa tiene hijos, es necesario decidir el tipo de custodia. Normalmente, la custodia suele recaer en las madres, pero la custodia compartida empieza a ser una realidad en la sociedad española. El cambio hacia este tipo de custodia es lento. Por ello, el objetivo de este estudio ha sido analizar, de forma exploratoria, qué tipo de custodia consideran más adecuada los participantes de tres generaciones. Además, se exploraron las creencias de los participantes acerca de las similitudes y diferencias entre las capacidades de padres y madres para cuidar y educar a los hijos. En el estudio participó una muestra de 144 sujetos (adolescentes, jóvenes y adultos), de ambos sexos, a quienes se les realizó una entrevista semiestructurada. Los resultados muestran un incremento en la aceptación de la custodia compartida, pero condicionada a determinadas circunstancias, entre las que destaca la capacidad y deseos de implicación que muestre cada progenitor con sus hijos. Estos datos conllevan una importante reflexión sobre la necesidad de mayores cambios sociales en el reparto de roles parentales.Palabras clave: custodia exclusiva, custodia compartida, diferentes generaciones, roles parentales

scholarly journals BIBLIOMETRIC ANALYSIS OF THE WOS LITERATURE ON RESEARCH OF SCIENCE TEACHER FROM 2000 TO 2017

2019 ◽  
Vol 18 (5) ◽  
pp. 732-747
Author(s):  
Jianqiang Ye ◽  
Dimei Chen ◽  
Lingxin Kong
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Teacher Research ◽  
Teaching Practice ◽  
Web Of Science ◽  
The United States ◽  
Industrialized Countries

In order to explore the development of research of science teacher(RST), 904 articles from the Web of Science (WoS) core set based on bibliometric methods through R software were analyzed in this research. Specifically, it examined the co-occurrence relations of countries/regions, major journals, most cited references, and hot keywords from the macroscopic, mesoscopic and microscopic level of RST. The results showed that the core strength of RST is mainly from traditional industrialized countries such as the United States, Australia, and Britain. And some top journals in science education (such as Journal of Research in Science Teaching, Science Education) has to pay more attention on RST, it may also appeal to lots of top journals in general teacher education (such as Journal of Teacher Education, Teaching and Teaher Education). The research on science teachers was guided by several educational theories about teacher research, such as the teacher epistemological belief, reflective practice, and PCK. Moreover, theories in science education such as scientific literacy, scientific conceptual change also becomes the theoretical basis for science teachers’ teaching practice and scientific inquiry instructing. The knowledge, key competences, dispositions, and professional development of science teacher are the main keywords and hot topics in the field of RST. Keywords: science teacher research, bibliometric analyses, Web of Science.

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