PhD Defence Miriam Rhodes|equipping teachers for integrated language and science and technology instruction
Miriam Rhodes is a PhD student in the department of ELAN Teacher Development. (Co)Promotors are prof. A.J. Visscher, dr. M.A.R. Gijsel and dr. H. van Keulen from the faculty of Behavioural, Management and Social Sciences.
Summery
Integrated language and science and technology (ILS&T) instruction is gaining attention due to challenges in science and technology instruction and declining language performance among primary students. ILS&T instruction is supported by constructivist and sociocultural learning theories, emphasizing the importance of language in scientific understanding and doing, and of cognitive processes like predicting and inferring. Research suggests that ILS&T instruction can improve learning outcomes in both subjects.However, gaps in knowledge about effective ILS&T interventions persist, including the lack of a comprehensive understanding of the various approaches to ILS&T instruction, as well as ready-made materials for teachers. Teachers often have to (re-)design their own learning material, which is challenging due to their insufficient knowledge and skills related to science and technology instruction. Professional development for teaching ILS&T instruction is important but there is a lack of effective training methods.This research project was aimed at developing a teacher professional development program based on the 4C/ID model, which focuses on the acquisition of complex professional skills. First, a systematic literature review was conducted which demonstrated that ILS&T instruction can significantly improve student performance in language arts and and science and technology. The review also helped to identify effective ILS&T instruction characteristics. Then, a cognitive task analysis was performed to determine required teacher competencies for ILS&T instruction. These findings were used to design a teacher professional development program based on the 4C/ID model. The effect of the program was explored in a small-scale study which showed positive, though varied, impacts on teachers' skills and self-efficacy for ILS&T instruction. A systematic literature review was finally conducted to identify the functions of reading and writing activities within the context of scientific inquiry education.
This research emphasizes the complexity of ILS&T instruction and the necessity for ongoing research and development, to enhance and sustain its implementation in education. Future research should investigate if and how teachers apply what they learn in the professional development program for ILS&T instructionin practice and how this impacts student outcomes.s
