Learning science through talking science in elementary classroom

Tank, Kristina Maruyama; Coffino, Kara

doi:10.1007/s11422-013-9562-z

Cited by 4 publications

(2 citation statements)

References 4 publications

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“…Other research has concluded that active, hands on efforts to enhance student learning by building communication skills with presentations, discussion, and writing assignments will advance the science education of these students (Tank & Coffino, 2014). When students are actively engaged in STEM discipline activities and their academic preparation expanded to include more than the science and technological components; such as communication, ethics, and reasoning skills; a number of potential benefits may arise.…”

Section: Communicating About Sciencementioning

confidence: 99%

Communicating STEM Learning and Ethical Reasoning: An Evaluation of Curriculum Content in K-12 Programs

Brand

Terlip

2014

Iowa State University Summer Symposium on Science Communication

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Section: Communicating About Sciencementioning

confidence: 99%

Communicating STEM Learning and Ethical Reasoning: An Evaluation of Curriculum Content in K-12 Programs

Brand

Terlip

2014

Iowa State University Summer Symposium on Science Communication

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“…Considering that learning occurs rst at the social level and then at the individual level, young students develop their communication skills through classroom discourses (Tank and Co no 2014). Therefore, it is important for pre-service teachers to elicit students' understanding and reasoning about science and mathematics to enable students to develop their science and mathematics communication skills.…”

Section: Introductionmentioning

confidence: 99%

Identifying pre-service teachers’ approaches to science and mathematics communication

Saribas,

Ceyhan,

Thompson

2023

Preprint

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In a world where misinformation and distorted scientific facts are prevalent, the importance of science and mathematics communication cannot be overstated. This study investigates how pre-service teachers approach the communication of science and mathematics topics. Through content analysis, we explored their topic choices, target audiences, communication tools, reasons behind these choices, and core communication skills. The study included pre-service teachers at a public research university who were enrolled in the chemistry education program (n = 11), the physics education program (n = 16), the science education program (n = 37), and the mathematics education program (n = 72). Our findings indicate a diverse range of preferences; pre-service teachers often favored contextualized science topics rooted in real-life issues, while mathematics topics were approached with a tendency toward decontextualization. Furthermore, these future educators predominantly aimed their communications at K-12 students, particularly those in middle school, with the general public also being a prominent choice. Despite diverse tool preferences, storytelling, and narrative techniques, as well as two-way dialogue with the audience, were seldom employed. The results of this study highlight the need to rethink teacher education programs, and integrate interdisciplinary contexts and a multi-way dialogue to communicate science and mathematics topics. Our insights underscore the necessity for comprehensive training in science and mathematics communication within teacher education programs, to further enhance science and mathematics education and literacy in the 21st century.

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The problematic use of urban, suburban, and rural in science education

Bradley

Feldman

2021

Cult Stud of Sci Educ

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Learning science through talking science in elementary classroom

Cited by 4 publications

References 4 publications

Communicating STEM Learning and Ethical Reasoning: An Evaluation of Curriculum Content in K-12 Programs

Communicating STEM Learning and Ethical Reasoning: An Evaluation of Curriculum Content in K-12 Programs

Identifying pre-service teachers’ approaches to science and mathematics communication

The problematic use of urban, suburban, and rural in science education

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