Language and science in young learners: Intervening in the balance between challenging and adapting

Astrid Menninga

Language and science in young learners: Intervening in the balance between challenging and adapting

Astrid Menninga

Developmental Psychology

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Samenvatting

Er wordt de laatste decennia benadrukt dat wetenschap- en techniekonderwijs al vroeg in het onderwijs een plek moet krijgen. Een belangrijk startpunt hierbij is nieuwsgierigheid, wat maakt dat kinderen ontvankelijk worden om te leren. Wetenschap en techniek biedt daarnaast talloze taalontwikkelingsmogelijkheden, omdat van leerlingen gevraagd wordt om complexe relaties te beschrijven en abstracte begrippen te hanteren. Dit vraagt om een andere manier van taal gebruiken dan leerlingen gewend zijn. De rol van de leerkracht is hierbij essentieel, maar vormt ook een grote uitdaging. De talenten van leerlingen kunnen optimaal ontwikkeld worden wanneer de leerkracht kennis en vaardigheden aanpast aan de (potentiële) vaardigheden van leerlingen, maar tegelijkertijd ook voldoende uitdaging biedt om het niveau van leerlingen te verhogen.
In dit proefschrift worden fundamentele inzichten en de dagelijks onderwijspraktijk verwoven middels de toepassing van de complexiteitstheorie voor het ontwikkelen en evalueren van een interventie. De verkregen inzichten dragen bij aan kennis over het laten ontluiken van wetenschap- en techniektalenten van jonge kinderen en de rol van taal in dit proces. De co-constructie van gesprekken over wetenschap en techniek omvat een wederkerig proces tussen leerkracht en leerlingen. Dit kan gezien worden als een opwaartse spiraal waarin leerkracht en leerlingen elkaar continu positief beïnvloeden. Dit kan uiteindelijk leiden tot meer complex en verfijnd taalgebruik. Open vragen kunnen gezien worden als een belangrijk mechanisme om leerlingen te stimuleren tot redeneren en hen meer taalontwikkelingskansen te bieden. Een individueel video feedback coachingstraject kan een goede start zijn voor het leerproces van leerkrachten én leerlingen op het gebied van wetenschap en techniek, en blijkt te werken bij ervaren leerkrachten en pabostudenten.

Originele taal-2	English
Kwalificatie	Doctor of Philosophy
Toekennende instantie	Rijksuniversiteit Groningen
Begeleider(s)/adviseur	van Geert, Paul, Supervisor van Dijk, Marijn, Co-supervisor
Datum van toekenning	6-jul.-2017
Plaats van publicatie	[Groningen]
Uitgever	Rijksuniversiteit Groningen
Gedrukte ISBN's	978-90-367-9910-2
Elektronische ISBN's	978-90-367-9911-9
Status	Published - 2017

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Title and contentFinal publisher's version, 279 KB
Chapter 1Final publisher's version, 259 KB
Chapter 2Final publisher's version, 431 KB
Chapter 3Final publisher's version, 479 KB
Chapter 4Final publisher's version, 458 KB
Chapter 5Final publisher's version, 380 KB
Chapter 6Final publisher's version, 452 KB
Chapter 7Final publisher's version, 984 KB
Chapter 8Final publisher's version, 300 KB
ReferencesFinal publisher's version, 314 KB
Nederlandse samenvattingFinal publisher's version, 193 KB
AppendicesFinal publisher's version, 88,5 KB
DankwoordFinal publisher's version, 161 KB
Complete thesisFinal publisher's version, 3,29 MB
PropositionsFinal publisher's version, 675 KB

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title = "Language and science in young learners: Intervening in the balance between challenging and adapting",

abstract = "Over the last decades, science education has become increasingly important in early elemtary education. Curiosity is an important starting point, since curiosity makes students receptive to learning. Science education offers numerous language-learning opportunities, because students need to describe complex relations and learn to use abstract terms. This requires a different way of using language than students are used to. The role of the teacher in this process is essential but, at the same time, a great challenge. The talents of students can be optimally stimulated when the teacher adapts knowledge and skills to the (potential) skills of the students, but at the same time offers challenges to increase the level of the students. In this dissertation, fundamental insights and daily educational practice are combined by applying the complex dynamic systems theory to design and evaluate an intervention. The resulting insights contribute to knowledge on the development of science talents of young students and the role of language in this process. The co-construction of science discourse is a bidirectional process between teacher and students. This can be seen as an upward spiral of teacher and students continuously and positively influencing each other. This will result in more complex and sophisticated language. Open-ended questions can be regarded as a driving mechanism to stimulate students to reason and give them more language-learning opportunities. An individual video feedback coaching program can be a good starting point for the learning process of teachers and students in science education, and seems to work for both experienced and novice teachers.",

author = "Astrid Menninga",

year = "2017",

language = "English",

isbn = "978-90-367-9910-2",

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N2 - Over the last decades, science education has become increasingly important in early elemtary education. Curiosity is an important starting point, since curiosity makes students receptive to learning. Science education offers numerous language-learning opportunities, because students need to describe complex relations and learn to use abstract terms. This requires a different way of using language than students are used to. The role of the teacher in this process is essential but, at the same time, a great challenge. The talents of students can be optimally stimulated when the teacher adapts knowledge and skills to the (potential) skills of the students, but at the same time offers challenges to increase the level of the students. In this dissertation, fundamental insights and daily educational practice are combined by applying the complex dynamic systems theory to design and evaluate an intervention. The resulting insights contribute to knowledge on the development of science talents of young students and the role of language in this process. The co-construction of science discourse is a bidirectional process between teacher and students. This can be seen as an upward spiral of teacher and students continuously and positively influencing each other. This will result in more complex and sophisticated language. Open-ended questions can be regarded as a driving mechanism to stimulate students to reason and give them more language-learning opportunities. An individual video feedback coaching program can be a good starting point for the learning process of teachers and students in science education, and seems to work for both experienced and novice teachers.

AB - Over the last decades, science education has become increasingly important in early elemtary education. Curiosity is an important starting point, since curiosity makes students receptive to learning. Science education offers numerous language-learning opportunities, because students need to describe complex relations and learn to use abstract terms. This requires a different way of using language than students are used to. The role of the teacher in this process is essential but, at the same time, a great challenge. The talents of students can be optimally stimulated when the teacher adapts knowledge and skills to the (potential) skills of the students, but at the same time offers challenges to increase the level of the students. In this dissertation, fundamental insights and daily educational practice are combined by applying the complex dynamic systems theory to design and evaluate an intervention. The resulting insights contribute to knowledge on the development of science talents of young students and the role of language in this process. The co-construction of science discourse is a bidirectional process between teacher and students. This can be seen as an upward spiral of teacher and students continuously and positively influencing each other. This will result in more complex and sophisticated language. Open-ended questions can be regarded as a driving mechanism to stimulate students to reason and give them more language-learning opportunities. An individual video feedback coaching program can be a good starting point for the learning process of teachers and students in science education, and seems to work for both experienced and novice teachers.

M3 - Thesis fully internal (DIV)

SN - 978-90-367-9910-2

PB - Rijksuniversiteit Groningen

CY - [Groningen]

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Language and science in young learners: Intervening in the balance between challenging and adapting

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