Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms
Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms
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框架、调整和应用：学习将多语言科学课堂中的科学活动情境化
DOI：
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发表时间：
2019
影响因子：
2.3
通讯作者：
Iván Salinas
中科院分区：
文献类型：
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作者：
Sara Tolbert;Corey J. Knox;Iván Salinas
在本文中，我们将注意力转向基于情境的科学教学方法。我们研究了一系列中学科学教师教育计划变化的影响，所有这些计划都被重新设计，以关注英语语言和读写能力习得的中学科学教学（SSTELLA）教学框架，这是一个在多语言科学课堂中响应式和情境化教学的框架。情境化科学活动是SSTELLA教学框架的关键维度之一。在本文中，我们借鉴了两个新教师课堂实践的案例来反思我们自己的学习，即职前科学教师如何准备在相关情境中构建课程，并引出和应用学生的知识储备，认识到这些情境化实践对语言和识字习得以及科学学习尤为重要。
In this article, we turn our attention to context-based approaches to science instruction. We studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized instruction in multilingual science classrooms. Contextualizing science activity is one of the key dimensions of the SSTELLA instructional framework. In this article, we draw on two cases of novice teachers’ classroom practices to reflect on our own learning about how preservice science teachers can be prepared to frame lessons within relevant contexts and elicit and apply students’ funds of knowledge, recognizing these contextualization practices as especially important for language and literacy acquisition and science learning.