Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-76fb5796d-9pm4c Total loading time: 0 Render date: 2024-04-29T16:09:03.609Z Has data issue: false hasContentIssue false

6 - Physics: Exploring Pluriliteracies through a Deeper Learning Episode on Rainbows

from Part II - Deeper Learning Episodes: First Steps towards Transforming Classrooms

Published online by Cambridge University Press:  04 February 2023

By
Klaus Wendt ,
Andreas Pysik  and
Johannes Lhotzky
Edited by
Do Coyle ,
Oliver Meyer  and
Susanne Staschen-Dielmann
Do Coyle
Affiliation:
University of Edinburgh
Oliver Meyer
Affiliation:
Johannes Gutenberg Universität Mainz, Germany
Get access

Summary

The physics chapter by Klaus Wendt, Andreas Pysik and Johannes Lhotzky aims at promoting deeper understanding of the complex phenomenon of the rainbow and encourages learners to demonstrate and share their understanding through a Wikipedia article. In this deeper learning episode, learners carry out a number of experiments on spectral colours and colour sequences. They organise the information gathered and explain the physics concepts and processes underlying the phenomenon. The authors use innovative ways of scaffolding academic language development to increase the meaning-making potential of younger learners.

Keywords

physicsscientific literacycommunicating sciencementoringcognitive discourse functiondeeper learning strategiesscaffoldingfeedbackfeed-upfeed-forwardopticsphysics of the rainbownatural phenomenonexperimentationtransfer
Type
Chapter
Information
A Deeper Learning Companion for CLIL
Putting Pluriliteracies into Practice
 , pp. 49 - 96
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Fischer, H. E. (1998). Scientific Literacy und Physiklernen. Zeitschrift für Didaktik der Naturwissenschaften, 4(2), 41–52.Google Scholar
Gebhard, U., Höttecke, D., & Rehm, M. (2017). Pädagogik der Naturwissenschaften, Springer.CrossRefGoogle Scholar
Hattie, J. (2012). Visible Learning for Teachers. Routledge. https://doi.org/10.4324/9780203181522Google Scholar
Helmke, A., Helmke, T., Lenske, G., Pham, G. Praetorius, A.-K., Schrader, F.-W., & Ade-Thurow, M. (2011). Unterrichtsdiagnostik – Voraussetzung für die Verbesserung der Unterrichtsqualität. In Huber, S. G (Ed.), Jahrbuch Schulleitung 2012: Befunde und Impulse zu den Handlungsfeldern des Schulmanagements. Carl Link Verlag, pp. 133–144.Google Scholar
Leisen, J. (2014). Wie soll ich meinen Unterricht planen? – Lehr-Lern-Prozesse planen am Beispiel Elektrizitätslehre in Physik. In Maier, U (Ed.), Lehr-Lernprozesse in der Schule: Referendariat: Praxiswissen für den Vorbereitungsdienst. Klinkhardt, pp. 102–117.Google Scholar
Merzyn, G. (1998). Fachbestimmte Lernwege zur Förderung der Sprachkompetenz. Praxis der Naturwissenschaften – Physik in der Schule, 36, 284–287.Google Scholar
Meyer, O., & Imhof, M. (2017). Pluriliterales Lernen. Vertiefte Lernprozesse anbahnen und gestalten. Lernende Schule, 20(80), 20–24.Google Scholar
Prenzel, M., Sälzer, C., Klieme, E., & Köller, O. (2013). PISA 2012. Fortschritte und Herausforderungen in Deutschland. Waxmann. https://nbn-resolving.org/urn:nbn:de:0111-pedocs-188384Google Scholar
Taçon, P. S. C., Wilson, M., & Chippindale, C. (1996). Birth of the Rainbow Serpent in Arnhem Land Rock Art and Oral History. Archaeology in Oceania, 31(3), 103–124. https://doi.org/10.1002/j.1834-4453.1996.tb00355.xCrossRefGoogle Scholar
Vollmer, H. J. (2011). Schulsprachliche Kompetenzen: Zentrale Diskursfunktionen. https://www.home.uni-osnabrueck.de/hvollmer/VollmerDF-Kurzdefinitionen.pdfGoogle Scholar
Vollmer, H. J., & Thürmann, E. (2010). Zur Sprachlichkeit des Fachlernens: Modellierung eines Referenzrahmens für deutsch als Zweitsprache. In Ahrenholz, B. (Ed.), Fachunterricht und Deutsch als Zweitsprache, 2nd ed. Narr, pp. 107–132.Google Scholar
Wilhelm, T., Horz, M., & Schlichting, H. J. (2014). Ein Regenbogen mit Glaskügelchen. Praxis der Naturwissenschaften – Physik in der Schule, 63(6), 5–10.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×