Cookies

We use cookies to ensure that we give you the best experience on our website. You can change your cookie settings at any time. Otherwise, we'll assume you're OK to continue.

School of Education

Publication details for Prof Lynn Newton

Newton, D.P. & Newton, L.D. (2001). Subject Content Knowledge and Teacher Talk in the Primary Science Classroom. European Journal of Teacher Education 24(3): 369-379.

Author(s) from Durham

Abstract

Investigated whether a background in science would make a difference in the oral interactions of elementary teachers in their science lessons. Observations of 50 British elementary science teachers and comparison of the oral discourse of teachers with and without significant science background indicated that those with a science background asked more subject-relevant and causal questions. (SM)

References

BALL, D.L. (1990) The mathematical understandings that prospective teachers bring to
teacher education, Elementary School Journal, 90, pp. 449–466.
BORG, W.R. (1972) The minicourse as a vehicle for changing teacher behavior, Journal
of Educational Psychology, 63, pp. 572–579.
BORICH, G. (1996) Effective Teaching Methods (New York, Merrill).
BROPHY, J. (1990) Teaching social sciences for understanding and higher-order applications,
Elementary School Journal, 90, pp. 351–417.
CHI, M.T.H., LEEUW, N. DE, CHIU, M-H. & LAVANCHER (1994) Eliciting selfexplanations
improves understanding, Cognitive Science, 18, pp. 439–477.
CLEMENT, J. (1982) Students’ preconceptions in introductory mechanics, American
Journal of Physics, 50, pp. 66–71.
DANIELS, H. (1996) An Introduction to Vygotsky (London, Routledge).
DENI (DEPARTMENT FOR EDUCATION FOR NORTHERN IRELAND) (1996) The Northern
Ireland Curriculum, Key Stages 1 & 2, Programmes of Study and Attainment Targets
(Bangor, HMSO).
DFEE (DEPARTMENT FOR EDUCATION AND EMPLOYMENT) (1998) Requirements for
Courses of Initial Teacher Training (London, The Stationery OfŽ ce).
DFEE/QCA (DEPARTMENT FOR EDUCATION AND EMPLOYMENT/QUALIFICATIONS &
CURRICULUM AUTHORITY) (1999) Science: The National Curriculum for England
(London, The Stationery OfŽ ce).
DILLON, J.T. (1982) The multidisciplinary study of questioning, Journal of Educational
Psychology, 74, pp. 147–165.
EDWARDS, A. & OGDEN, L. (1998) Constructing curriculum knowledge in primary
school teacher training, Teaching and Teacher Education, 14, pp. 735–747.
GALTON, M., HARGREAVES, L., COMBER, C., WALL, D. & PELL, T. (1999) Changes in
patterns of teacher interaction in primary classrooms, British Educational Research
Journal, 25, pp. 23–37.
GOLBY, M., MARTIN, A. & PORTER, M. (1995) Some researchers’ understanding of
primary teaching, Research Papers in Education, 10, pp. 97–302.
GROSSMAN, P.L., WILSON, W.M. & SHULMAN, L.S. (1989) Teachers of substance:
subject matter knowledge for teaching, in: M. REYNOLDS (Ed.) Knowledge Base for
the Beginning Teacher, pp. 23–36 (New York, Pergamon).
HARLEN, W. & HOLROYD, D.C. (1997) Primary teachers’ understanding of concepts of
science: impact on conŽ dence and teaching, International Journal of Science Education,
19, pp. 93–105.
HASWEH, M.Z. (1987) Effects of subject matter knowledge in the teaching of biology
and physics, Teaching and Teacher Education, 3, pp. 109–120.
HEATON, R.M. (1992) Who is minding the mathematics content? Elementary School
Journal, 93, pp. 151–192.
HOLLON, R.E.,ROTH, K.J. & ANDERSON, C.W. (1991) Science teachers’ conceptions of
teaching and learning, in: J. BROPHY (Ed.) Advances in Research on Teaching, Vol.
2, pp. 145–185 (Greenwich, JAI Press).
LEINHARDT, G., PUTNAM, R.J., STEIN, M.K. & BAXTER, J. (1991) Where subject
knowledge matters, in: J. BROPHY (Ed.) Advances in Research on Teaching, Vol. 2,
pp. 87–113 (Greenwich, JAI Press).
LEMKE, J.L. (1990) Talking Science (Norwood, Ablex).
LOW, G. (2000) Do you meet the criteria? Times Educational Supplement, Primary, 25
February, p. 6.
MILLAR, R. & OSBORNE, J. (1998) Beyond 2000: Science Education for the Future
(London, King’s College).
MORTIMER, P., SAMMONS, P., STOLL, L., LEWIS, D. & ECOB, R. (1998) School Matters:
The Junior Years (Wells, Open Books).
NEWMANN, F. (1988) Higher Order Thinking in High School Social Studies (Madison,
University of Wisconsin).
NEWTON, D.P. (2000) Teaching for Understanding (London, Routledge/Falmer).
NEWTON, D.P. & NEWTON, L.D. (1997) Teachers’ conceptions of understanding
historical and scientiŽ c events, British Journal of Educational Psychology, 67,
pp. 513–527.
NEWTON, D.P. & NEWTON, L.D. (1999) Knowing what counts as understanding in
different disciplines: some 10-year old children’s conceptions, Educational Studies,
25, pp. 35–54.
NEWTON, L.D. (1997) Teachers’ questioning for understanding in science, British
Journal of Curriculum and Assessment, 8, pp. 28–32.
OFSTED (OFFICE FOR STANDARDS IN EDUCATION) (1994) PrimaryMatters (London, The
Stationery OfŽ ce).
OFSTED (OFFICE FOR STANDARDS IN EDUCATION) (1999) Primary Education, 1994–98
(London, The Stationery OfŽ ce).
PARKER, S. (1985) The preparation of teachers for primary school science, in: New
Trends in Primary School Science Education, Vol. 1 (London, Unesco).
PUTNAM, R.T. (1992) Teaching the ‘hours’ in mathematics for everyday life, Elementary
School Journal, 93, pp. 163–177.
PUTNAM, R.T. & BORKO, H. (1997) Teacher learning, in: B.J. BIDDLE, T.L. GOOD &
I.F. GOODSON (Eds) International Handbook of Teachers and Teaching, Vol. II,
pp. 1223–1296 (Dordrecht, Kluwer Academic).
QUALTER, A. (1999) How did you get to be a good primary teacher? Westminster Studies
in Education, 22, pp. 75–86.
REDFIELD, D.L. & ROUSSEAU, E.W. (1981) A meta-analysis of experimental research on
teacher questioning behavior, Review of Educational Research, 51, pp. 237–245.
RUSSELL, T., BELL, D., MCGUIGAN, L., QUALTER, A., QUINN, J. & SCHILLING, M.
(1992) Teachers’ conceptual understanding in science, in: L.D. NEWTON (Ed.)
Primary Science (Clevedon, Multilingual Matters).
SAMSON, G., STRYLOWSKI, B., WEINSTEIN, T. & WALBERG, H. (1987) The effects of
teacher questioning levels on student achievement, Journal of Educational Research,
63, pp. 167–200.
SHULMAN, L. (1986) Those who understand, Educational Researcher, 15, pp. 4–14.
SMITH, D.C. & NEALE, D.C. (1991) The construction of subject-matter knowledge in
primary science teaching, in: J. BROPHY (Ed.) Advances in Research on Teaching,
Vol. 2, pp. 187–243 (Greenwich, JAI Press).
SMITH, R.G. (1999) Piecing it together: student teachers building their repertoire in
primary science, Teaching and Teacher Education, 15, pp. 301–414.
SOED (SCOTTISH OFFICE FOR EDUCATION) (1993) Curriculum and Assessment in Scotland:
National Guidelines: Environmental Studies, 5–14 (Edinburgh, SOED).
THARP, R. (1993) Institutional and social context of educational practice and reform,
in: E.A. FORMAN, N. MINICK & C.A. STONE (Eds) Contexts for Learning, pp. 271–
272 (Oxford, Oxford University Press).
VYGOTSKY, L.S. (1962) Thought and Language (New York, Wiley).
WOED (WELSH OFFICE EDUCATION DEPARTMENT) (1999) Science: The National Curriculum
for Wales (Cardiff, The Stationery OfŽ ce).