High School Science Teachers Learning to Teach Science Reading Through a Functional Focus on Language

• In Event: Teachers' Knowledge of the Role of Language in Content Pedagogy

Abstract

Reading is fundamental to the conception of science and the practice of scientists (Norris & Phillips, 2003; Patterson, Roman, Friend, Osborne, & Donovan, 2018). Understanding the language used to create, discuss, and disseminate scientific knowledge is central to science teaching and learning (Author, 2010; Yore, Bisanz, & Hand, 2003). In this presentation, we describe the experience of seven high school science teachers from Florida in a professional development (PD) program aimed at developing their expertise in teaching science reading through a functional focus on language.

The PD program lasted 7 months and used a research-based model that integrated learning, practice, and reflection (Author, 2013; Lee & Buxton, 2013; Watson & Manning, 2008). Data sources included interviews with participants, audio-taped PD sessions, and field notes from classroom observations. These data were analyzed using multi-tiered coding and constant comparisons (Creswell, 2007; Strauss & Corbin, 1998).

Results indicated that the science teachers developed a basic understanding about the relevance of language to science, the unique challenges of science reading, the special features of science language, and strategies for teaching science reading through a functional focus on these features. They demonstrated a willingness to try out what they were learning in their own classrooms and experienced varying degrees of success and satisfaction in their endeavors depending on their levels of familiarity and comfort with particular language features. Their learning and implementation were impacted by personal factors (e.g., conception of science, knowledge about English grammar, prior training, past learning experience, motivation to learn and try out new ideas), as well as contextual factors (e.g., school culture, classroom realities, institutional resources, opportunities to learn/share/reflect, level of support from experts/administrators/peers, degree of personalization and flexibility in PD).

These findings have important implications for science educators interested in using evidence-based language and literacy practices in service of science teaching and learning. They suggest that science teachers need strong, sustained support in developing the linguistic expertise—i.e., knowledge about the form, structure, logic, function, and meaning of lexicogrammatical resources and familiarity with a linguistic metalanguage for engaging students in productive conversations about text (Author, 2020)—that will help them better understand what it is that makes science texts challenging to read and how language choices make meanings in ways that realize scientists’ intentions and demonstrate their habits of mind.

Authors

• Zhihui Fang, University of Florida

• Jennifer Drake-Patrick, George Mason University