Introduction to the Volume: Mapping the Language-Related Knowledge Base for Content Teaching

Seah, Lay Hoon; Silver, Rita Elaine; Baildon, Mark

doi:10.1007/978-981-19-5351-4_1

Cited by 2 publications

(1 citation statement)

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“…By using scientific language, scientific knowledge can be transmitted, or as Postman and Weingartner stated: “almost all of what we customarily call “knowledge” is language, which means that the key to understanding a subject is to understand its language” as cited in ref . Thus, science is learned through language, but at the same time, learning science is learning of and learning about scientific language. , Transferred to chemistry education this means special attention needs to be paid to Chemish, the scientific language of chemistry . Childs and Markic identify six characteristics of Chemish: it consists of (i) technical terms which are unfamiliar to students, often polysyllabic and derived from Greek or Latin (e.g., isopropanol), (ii) nontechnical terms which may have a different meaning in chemistry class than in everyday life (e.g., solution), (iii) logical connectives, (iv) command words, (v) argumentation and discourse patterns, and (vi) the readability of texts is different from the texts students already know.…”

Section: Introductionmentioning

confidence: 99%

Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge

Mönch,

Markic

2023

J. Chem. Educ.

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Language, and thus scientific language, is essential for chemistry teaching and learning. To be able to successfully teach the scientific language of chemistry, the Chemish, (prospective) chemistry teachers need to possess pedagogical scientific language knowledge (PSLK). Thus, teacher preparation needs to focus explicitly on Chemish and its teaching and learning. Therefore, this paper presents and discusses a case study on the development of a seminar unit to foster pre-service chemistry teachers' PSLK. In concrete, this includes (i) sensitizing pre-service chemistry teachers regarding Chemish, (ii) providing pre-service chemistry teachers with knowledge about Chemish and methods and tools to teach Chemish, and (iii) letting them develop their own teaching activities. The seminar unit's development follows the model of participatory action research in university teacher teaching. This paper presents the first cycle for piloting the seminar unit within an obligatory chemistry education course with eight pre-service chemistry teachers. The focus is put on the course of the seminar unit as well as the results of the first evaluation cycle using a mixed methods design. The evaluation reveals that pre-service chemistry teachers' pedagogical scientific language knowledge developed focusing on the three named components. In the meaning of a cyclical development, results are discussed and suggestions for further changes are made.

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Section: Introductionmentioning

confidence: 99%

Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge

Mönch,

Markic

2023

J. Chem. Educ.

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Elements constituting and influencing in-service secondary chemistry teachers’ pedagogical scientific language knowledge

Mönch,

Markic

2024

Chem. Educ. Res. Pract.

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Chemish – the scientific language of chemistry – is crucial for learning chemistry. To help students acquire the competencies to understand and use Chemish, chemistry teachers need to have a sound knowledge of teaching and learning Chemish: Pedagogical Scientific Language Knowledge (PSLK). But still, despite the importance of this knowledge, the question remains what exactly it is. Based on a model for science teachers’ PSLK developed through a systematic review, this study seeks to validate the developed model by interviewing experienced chemistry teachers, filling the model with more detail, and examining further and systematising chemistry teachers’ PSLK. Therefore, semi-structured interviews with 19 German secondary chemistry teachers are conducted. The interviews are analyzed both deductively using the results of the systematic review and inductively following the approach of Grounded Theory. Finally, the elements of PSLK resulting from the systematic review, as they are knowledge of (i) scientific language role models, (ii) the development of the concept before the development of the scientific language, (iii) making scientific terms and language explicit, (iv) providing a discursive classroom, (v) providing multiple resources and representations, (vi) providing scaffolds for scientific language development, (vii) communicating expectations clearly, and (viii) specific methods and tools for teaching and learning the scientific language, could be validated and described in more detail, and even new elements, as they are the knowledge of (ix) the motivation when learning scientific language as well as (x) the knowledge of lesson preparation and follow-up, could be identified and described through the interviews. Furthermore, elements influencing the development of and PSLK itself are characterized. Implications to foster Pedagogical Scientific Language Knowledge during teacher preparation will be given.

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Introduction to the Volume: Mapping the Language-Related Knowledge Base for Content Teaching

Cited by 2 publications

References 38 publications

Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge

Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge

Elements constituting and influencing in-service secondary chemistry teachers’ pedagogical scientific language knowledge

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