Supporting beginning teachers in embedding scientific literacy

Salehjee, S. and Watts, M. (2020) Supporting beginning teachers in embedding scientific literacy. In: Salehjee, S. (ed.) Mentoring Science Teachers in the Secondary School: A Practical Guide. Series: Mentoring trainee and newly qualified teachers. Routledge: Abingdon, Oxon, pp. 228-243. ISBN 9780367023119 (doi: 10.4324/9780429400308-19)

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This chapter considers how mentors can introduce some pedagogical practices associated with developing scientific literacy to a beginning teacher. It considers how mentors can support them to embed scientific literacy in planning and teaching lessons by focusing on four dimensions – civic, personal, cultural and critical – of scientific literacy identified by N. W. Brickhouse. The chapter identifies some mentoring ideas, encompassing Brickhouse’s dimensions along with E. E Toth and M. S Graham’s scientific literacy elements. Once a beginning teacher is able to articulate the use of some pedagogical practices related to scientific literacy, the next step is to ask them to identify some scientific literacy-based teaching approaches from their own classroom practices and/or observed practices of other teachers. This could be achieved by asking beginning teacher to read, and then discussing with them, the article by Brickhouse. Learning outcomes need to exhibit a clear relationship with pupils learning. Mentors need to support beginning teacher in constructing specific, measurable and pupil-friendly learning outcomes.

Item Type:Book Sections
Glasgow Author(s) Enlighten ID:Salehjee, Dr Saima
Authors: Salehjee, S., and Watts, M.
College/School:College of Social Sciences > School of Social & Environmental Sustainability
Published Online:15 December 2020

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