The assistant professor of education recently published an article in the Journal for Science Teacher Education.
Assistant Professor Mark Enfield recently published an article in the Journal for Science Teacher Education.
The article, supported by a Hultquist Award through the university’s FR&D committee, focuses on teachers’ uses of different genres of texts to support science learning in lower elementary grades. The research demonstrates that purposes for reading and making predictions about texts are contextualized activities that are driven by how different individuals perceive these activities.
The findings have informed Enfield’s understandings about how to prepare future elemenatry teachers to use texts integrated in science learning.