Integrated Language and Science & Technology Instruction: A Cognitive Task Analysis of the Required Teacher Expertise

Journal article (2024)

Authors

Mirjam J. Knoef University of Twente
Adrie J. Visscher University of Twente
J. van Keulen Windesheim University of Applied Sciences
Martine A. R. Gijsel Saxion University of Applied Sciences
Affiliation
External organisation
Integrated curriculum Language arts Cognitive task analysis Science and technology Teacher expertise
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Published Date

2024

Language

English

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Abstract

Integrated language arts and science & technology (ILS&T) instruction can make learning more meaningful and improve student learning outcomes for both subjects. Although the literature has stressed that such integrated instruction presents pedagogical challenges for elementary school teachers, little is yet known about the specific characteristics of the required pedagogical repertoire. To gain a better understanding of the teacher knowledge and skills required for ILS&T instruction, a cognitive task analysis was conducted. This analysis resulted in a hierarchy consisting of the various required constituent teacher skills for ILS&T instruction. The cognitive task analysis also revealed what knowledge teachers rely on and identified the factors influencing the complexity of ILS&T instruction. The findings presented here contribute to our knowledge about what ILS&T instruction requires from teachers and can serve as a basis for the development of substantiated, 4C/ID-based teacher professional development trajectories. Furthermore, it provides valuable insight into the pros and cons of a relatively new, systematic way of analyzing teacher expertise.