The use journals in science teaching and learning for prospective teachers : an active tool of students, reflections

Abstract EN

Most science instructors in classes, for prospective teachers, emphasize learning of basic facts and definitions in science from textbooks and lectures.

Relatively, little emphasis is placed on understanding science knowledge and how to use it in daily life.

Most students in these classes tend to learn science, probably without understanding, through memorizing facts, equations, and definitions because the instructors and students belong to different discursive communities separated by a wide gap.

The problem is how to overcome the language barrier that prevents members of the student's community from crossing the border into the instructor's world of science.

The use of journals, as a non-threatening mode of discourse, encourages all students to interact actively with their instructor.

The use of journals stimulated active learning through facilitating interaction between students and their instructor in a manner that is not traditionally present.

The students' meaningful learning of science was enhanced by expressing ideas, asking and answering questions, and presenting the troubles they had to their instructor.