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Abstract Title: Fostering Scientific Thinking by Prospective Teachers in a Course that Integrates Physics and Literacy Learning
Abstract: The National Research Council has suggested that students should develop four proficiencies in science: know, use, and interpret scientific explanations of the natural world; generate and evaluate scientific evidence and explanations; understand the nature and development of scientific knowledge, and participate productively in scientific practices and discourse.  We emphasize these aspects of scientific thinking in our inquiry-based physics course for prospective elementary and middle school teachers. Because the elementary school curriculum focuses heavily on literacy, we also explicitly integrate physics and literacy learning in this course.  By integrating physics and literacy learning we mean learning to speak clearly, listen closely, write coherently, read with comprehension, and make and critique media resources competently in physics contexts. In this paper we discuss students' perceptions of ways they have developed their abilities to think scientifically in this context. This material is based upon work supported by the National Science Foundation under Grant DUE0633752
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Emily H. van Zee
Oregon State University
Department of Science and Mathematics Education
College of Science, 267 Weniger Hall
Corvallis, OR 97331
Phone: 541 737 1880
Fax: 541 737 1817
Co-Author(s)
and Co-Presenter(s)
Henri Jansen, Department of Physics
Kenneth Winograd, Department of Teacher and Counselor Education
Adam Devitt, Department of Science and Mathematics Education
Michele Crowl, Department of Science and Mathematics Education
Oregon State University, Corvallis, OR