Integrating Physics and Literacy Instruction in a Physics Course for Prospective Elementary and Middle School Teachers

物理（13）智力价值。这个项目的目的是提高学生在学习科学的同时听、说、写和读的能力。背景是一门面向未来中小学教师的以实验为中心的物理课程。该项目由理学院物理系、科学与数学教育系和教育学院教师教育系合作完成。主要的研究问题是：未来的教师如何学习如何探究物理现象？未来的教师如何学习如何连贯地说话和写作，以及如何理解物理现象的听和读？体验综合科学学习和素养学习如何影响准教师将科学作为探究性教学的信心？参与者包括24名未来的教师，他们在项目的每一年都参加以探究为基础的物理课程。数据来源包括课堂的视频和录音带、学生书面作业的副本、访谈、焦点小组、电子邮件信息、班级电子公告板上的帖子，以及未来教师为记录自己的学习而开发的网站。在混合方法设计中，定量和定性分析方法都被使用。产品包括物理教师可以在面向未来中小学教师的课程中采用的材料和策略。其中包括由中小学教师撰写的阅读材料，这些阅读材料提供了以探究为基础的科学教学的例子，以提高识字能力；可以补充常规课程的讲义；评估，如诊断性问题，以记录初始知识和发展中的知识；教师笔记，描述在探究物理现象时提高识字能力的策略；以及一个记录未来教师科学和识字学习的网站。的影响。该项目扩大了本科物理课程学习的重点，包括在学习物理的背景下培养听、说、写和读的读写能力，从而扩大了知识基础。该项目还为科学背景下的识字学习研究提供了物理学家的视角，其中许多研究都是由阅读专家而不是科学家进行的。物理教师可以选择与参加标准物理入门课程的科学专业学生一起使用材料和策略。因此，这个项目的结果有可能改善所有物理入门学生的教学。提高对识字问题的认识，对于来自该领域代表性不足的群体的学生的教师尤其重要，因为他们的英语听、说、写和读可能存在问题。该项目还包括在其他机构为未来教师教授物理课程的教师之间建立一个电子网络。该网络的参与者正在分享关于培养识字和科学学习的见解。正在万维网上提供研究结果和试验材料，以便最大限度地向广大读者传播，并在会议和参考出版物上进行报道。对社会的预期好处包括改善两个关键领域的教学：科学和识字。

Physics (13) Intellectual merit. The intent of this project is to increase students'' abilities to listen, speak, write, and read while they are learning science. The context is a laboratory-centered physics course for prospective elementary and middle school teachers. The project involves collaboration among the Department of Physics and Department of Science and Mathematics Education in the College of Science and the Department of Teacher Education in the College of Education.The primary research questions are: How do prospective teachers learn how to inquire into physical phenomena? How do prospective teachers learn how to speak and write coherently as well as to listen and read with comprehension about physical phenomena? How does experiencing integrated science learning and literacy learning impact prospective teachers'' confidence in teaching science as inquiry? Participants include 24 prospective teachers who enroll in the inquiry-based physics course for each year of the project. Data sources include video and audio tapes of class sessions, copies of student written work, interviews, focus groups, email messages, postings on the class electronic bulletin board, and websites that the prospective teachers develop to document their own learning. Both quantitative and qualitative methods of analysis are being used in a mixed-method design. Products include materials and strategies that physics instructors can adapt in courses for prospective elementary and middle school teachers. These include readings written by elementary and middle school teachers who provide examples of inquiry-based science instruction that enhances literacy learning, handouts that can supplement the regular curriculum, assessments such as diagnostic questions to document initial and developing knowledge, instructor notes that describe strategies to enhance literacy learning during inquiries into physical phenomena, and a website documenting prospective teachers'' science and literacy learning. Impact. This project advances the knowledge base by broadening the focus on learning in undergraduate physics courses to include ways to foster literacy skills in listening, speaking, writing and reading in the context of learning physics. The project also contributes the perspective of physicists to research on literacy learning in science contexts, much of which has been conducted by reading specialists rather than scientists. Physics instructors may choose to use the materials and strategies with science majors enrolled in the standard introductory physics courses. Thus the results of this project have the potential to improve instruction for all introductory physics students. Increased awareness of literacy issues may be particularly important for instructors of students from populations underrepresented in the field, for whom listening, speaking, writing and reading in English may be problematic. The project also includes forming an electronic network among instructors at other institutions who are teaching physics courses for prospective teachers. Participants in the network are sharing insights about fostering literacy and science learning. Research findings and pilot materials are being made accessible on the World Wide Web to maximize dissemination to a wide audience as well as reported at conferences and in refereed publications. The anticipated benefits to society include improved instruction in two critical domains: science and literacy.