Science Teachers' Pedagogical Practices and Content Knowledge for Engaging and Assessing Students in Science Practices

• In Event: Teacher Knowledge and Cognition

Abstract

This paper explores how life science teachers use their pedagogical content knowledge to engage and assess their students in scientific practices. Through interviews, classroom observations, and analysis of teacher created documents and student work, three teachers demonstrated how they use literacy to engage and asses students in scientific practices. Results explained what students should be reading and how they should interact with readings. In addition, a disciplinary literacy progression for teachers and students was developed based on the case study findings. This study emphasizes the need to disciplinary literacy instruction within high school science classrooms, while also emphasizing the importance of teachers engaging in reflective practice.

Author

• Meagan Elizabeth Hill Foster, Texas Tech University
  Presenting Author