scholarly journals Perceptions about the use of language in physical science classrooms: A discourse analysis

2021 ◽  
Vol 41 (1) ◽  
pp. 1-11
Author(s):  
Nasimu Semeon ◽  
Edmore Mutekwe
Keyword(s):  
South Africa ◽  
Science Teachers ◽  
Physical Science ◽  
Teaching And Learning ◽  
Language Use ◽  
Cultural Theory ◽  
Science Classroom ◽  
Quantitative Methodology ◽  
Science Classrooms ◽  
North West

The low enrolment, lack of interest, exacerbated by the general poor performance in physical science in South Africa paints a gloomy picture about the status of physical science in the country. Despite the fact that there might be other factors at play, one factor which cannot be ignored is the discourse about the use of language in the science classroom as viewed by physical science teachers. In the study reported on here a quantitative methodology was followed in which a closed-ended questionnaire survey was used as data collection tool. In the study we examined South African physical science teachers’ perceptions about the language use in science classrooms, and the study was informed by the Vygotskian socio-cultural theory (SCT). The target population from which a sample size of 37 physical science teachers was systematically sampled was high school classroom teachers and learners in Grades 10, 11 and 12 in the Ngaka Modiri Molema district of the North West province of South Africa. The study revealed that physical science teachers encountered difficulties with meanings of non-technical words used in science context. The conclusion drawn was that many physical science teachers were not proficient in the discourse of the science classroom and this often compromised their effectiveness in the teaching and learning of science. The main difficulty was confusion in differentiating between technical and non-technical words and the lack of convincing explanations of meanings of these words in teaching and learning. Key among the recommendations of this study was the need to address teachers’ challenges with regard to the language use and the implications thereof.

scholarly journals Content and Language Integrated Learning (CLIL) Approach across Curriculum in Science Classrooms: Are the English Language Use and Learning Reveal?

2020 ◽  
Vol 1 (1) ◽  
pp. 15-21
Author(s):  
Nurhamsi Deswila ◽  
Martin Kustati ◽  
Besral Besral ◽  
Syayid Sandi Sukandi
Keyword(s):  
Junior High School ◽  
Classroom Practice ◽  
English Language ◽  
Language Use ◽  
Science Classroom ◽  
First Grade ◽  
Science Classrooms ◽  
Efl Context ◽  
Efl Students ◽  
The Relationship

The study aims to reveal the implementation CLIL approach in improving students’ English language use and learning in the science classroom.  A descriptive study was employed where data were collected using observation and interview to two classes at of Private Islamic Boarding in West Sumatera. The students for CLIL Strategy are the first grade of junior high school at science classrooms. The result of the research revealed that the use of the CLIL strategy across the curriculum is an effective strategy to develop English language use and learning. The pedagogical implications of the study for the EFL students in science classrooms include the need for teachers to consider underlying theories of teaching English in EFL context taking into account students’ constraints; a focus on the various types of students’ English ability and consider students’ interest in topic selection; teachers to be aware of the significance of the relationship between their attitude and background in classroom practice; teachers to be trained formally on the implementation of the CLIL Strategy.

scholarly journals The role of language in scaffolding content & language integration in CLIL science classrooms

2019 ◽  
Vol 7 (2) ◽  
pp. 315-328 ◽  
Author(s):  
Kok-Sing Tang
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
Science Classroom ◽  
Classroom Interaction ◽  
Science Classrooms ◽  
Cognitive Linguistic ◽  
Text Genre ◽  
Teaching Learning ◽  
Integrated Or

Abstract This commentary to the special issue “Teaching, Learning and Scaffolding in CLIL Science Classrooms” synthesizes the contributions from the authors by addressing two overarching questions. First, what is the role of language in mediating science teaching and learning in a CLIL science classroom? Second, to what extent can content and language be integrated or separated in CLIL instruction and assessment? In addressing the first question, I distil three major perspectives of how the authors conceive the role of language as a scaffolding tool. These roles are: (a) providing the discursive means and structure for classroom interaction to occur, (b) enabling students’ construction of knowledge through cognitive and/or linguistic processes, and (c) providing the semantic relationships for science meaning-making. These three perspectives roughly correspond to the discursive, cognitive-linguistic, and semiotic roles of language respectively. In addition, two other roles – epistemic and affective, though not emphasized in this issue, are also discussed. In addressing the second question, I raise a dilemma concerning the integration of content and language. While there are clear political and theoretical arguments calling for an inseparable integration, there is also a common practice to separate content and language as distinct entities for various pedagogical and analytical purposes. In revolving this conundrum, I suggest a way forward is to consider the differences in the various roles of language (discursive/cognitive/linguistic vs. semiotic/epistemic/affective) or the levels of language involved (lexicogrammar vs. text/genre).

scholarly journals Social hållbarhet och scientific literacy i flerspråkiga naturvetenskapsklassrum

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Sari Vuorenpää ◽  
Lili-Ann Wolff ◽  
Pia Sjöblom
Keyword(s):  
Science Teachers ◽  
Scientific Literacy ◽  
Language Use ◽  
Teaching Practice ◽  
Time Pressure ◽  
Research Question ◽  
Social Sustainability ◽  
Equal Opportunities ◽  
Science Classrooms ◽  
Teaching Content

Den här artikeln fokuserar på social hållbarhet som undervisningspraxis, inte som undervisningsinnehåll, närmare bestämt hur den naturvetenskapliga undervisningen kan förverkligas på ett socialt hållbart sätt. Forskningsfrågan är hur lärare som undervisar i naturvetenskaper kan erbjuda elever mer likvärdiga förutsättningar att utveckla scientific literacy. Vi sökte svaret med stöd av klassrumsobservationer i Finland och Sverige. I resultatet utkristalliserade sig särskilt fyra kategorier med relevans för social hållbarhet i undervisningen: språkanvändning, konkretisering, tidsanvändning och uppmuntran till elevinitiativ. Ett likvärdigt lärande i naturvetenskaper kräver en didaktik där målmedvetet språkbruk sammanflätas med konkreta lärandesituationer utan tidspress. Det är även ett lärande där elevinitiativ tillvaratas.   Social sustainability and scientific literacy in multilingual science classrooms Abstract The focus of this article is social sustainability as a teaching practice, not as teaching content. Specifically, the concern is how to realize science teaching in a socially sustainable way. The research question is how science teachers could offer students equal opportunities to develop scientific literacy. We have searched for answers through classroom observations in Finland and Sweden. The analysis revealed four categories with relevance to social sustainability teaching practice: language use, tangibility, time use, and encouragement of student initiatives. Equal science learning requires teaching methods that include purposeful use of language in practical learning situations without time pressure. It is also the teaching that supports student initiatives. Keywords: social sustainability, sustainability education, subject language, scientific literacy, science education

scholarly journals Cultural Mismatches in the Multicultural Science Classroom

2020 ◽  
Vol 4 (1) ◽  
pp. 127-142
Author(s):  
Rajendra Joshi ◽  
Maame Adwoa Brantuo ◽  
Elizabeth Schutt ◽  
Herb Fynewever
Keyword(s):  
Survey Data ◽  
Teaching And Learning ◽  
Science Classroom ◽  
Student Body ◽  
Science Classrooms ◽  
Cultural Expectations ◽  
University Science ◽  
Published Research

The student body in university science classrooms is increasingly diverse demographically (NCES, 1995; 2015); and this change brings with it an increased chance of mismatch between professor’s expectations and students’ behaviors. Being aware of how cultural expectations influence teaching and learning is the first step in understanding and overcoming these mismatches in order to help all students succeed. Drawing from published research as well as interview and survey data, we highlight ways for professors to create an atmosphere of belonging (Walton & Cohen, 2011) and an appreciation of people from all cultures (Museus et al., 2017).

Teachers Using Disruptive Methodologies in Teaching and Learning to Foster Learner Skills

2022 ◽  
pp. 1-24
Author(s):  
Abueng R. Molotsi ◽  
Leila Goosen
Keyword(s):  
South Africa ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Final Section ◽  
Future Research ◽  
Research Directions ◽  
North West ◽  
Future Research Directions ◽  
Made In

The purpose of the project introduced in this chapter is stated as investigating in what ways teachers are using disruptive methodologies in teaching and learning to foster learners' transversal skills in the Dinaledi cluster of Bojanala District, North West Province, South Africa. To summarize, the content of this chapter will provide readers with an overview in terms of background built on technological, pedagogical, and content knowledge (TPACK) as a framework for teachers. Contemporary issues in terms of tracing the development of teacher knowledge with regard to integrating technology, pedagogy, and content are also discussed, as well as solutions and recommendations to be made in this regard. Future research directions within the domain of the topic will also be suggested. The final section of the chapter will provide a discussion of the overall coverage of the chapter and concluding remarks.

scholarly journals Instructional Leadership: Its Role in Sustaining School Improvement in South African Schools

2021 ◽  
Vol 1 (2) ◽  
pp. 117-133
Author(s):  
George. N. Shava ◽  
Jan Heystek ◽  
Thompson Chasara
Keyword(s):  
South Africa ◽  
Qualitative Research ◽  
School Improvement ◽  
Instructional Leadership ◽  
Learning Community ◽  
South African ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Approach ◽  
North West

Recent studies conducted around the world have revealed a clear link between the instructional position of principal leadership and school improvement. Instructional leadership, which aims to foster a teaching and learning community, is seen as a key component of successful teaching and long-term school improvement. The rise in site-specific management roles, which are based on instructional leadership experiences, is one of the initiatives launched by the South African government to reform education. In South Africa, school principals are responsible for academic development. This qualitative research aimed to learn more about the role of principals in sustaining school improvement in the North West Province of South Africa. Premised in the qualitative research approach, a purposive sampling technique was used to select six schools that had sustained school improvement for some years. Findings from the study revealed that principals play a crucial role in sustaining school improvement. The study findings reinforce recent literature that identifies instructional leadership as a cornerstone for school improvement.

scholarly journals Science Teachers’ Perception About Laboratory Activity on Mixture Separation Topics

2019 ◽  
Vol 11 (2) ◽  
pp. 94
Author(s):  
Reni Meidayanti
Keyword(s):  
Survey Research ◽  
Science Teachers ◽  
Science Classroom ◽  
Lesson Plan ◽  
Seventh Grade ◽  
Science Classrooms ◽  
Laboratory Activity ◽  
Teachers Perceptions ◽  
Practice Schedules ◽  
Mixture Separation

The design of this research is survey research. This study aimed to explore seventh-grade science teachers’ perception of laboratory activity on mixture separation topics and match them with available evidence from learning document. The sample comprised 10 seventh grade science teachers, purposively sampled from seventeen teachers. Questionnaires and interview guidelines were used to collect data. The results show that while teachers’ perceptions of mixture separation topics in science classrooms are inadequate. Caused, there was a mismatch between teachers’ perceptions, learning document, and what was taking place in the science classroom. The study may inform teachers’ performance in teaching mixture separation topics in science. It is recommended that teacher on learning should be used to practice worksheet and assessment of laboratory activity, as most of the teachers do not record marks regularly for laboratory activity. Furthermore, laboratory activity prepared by the teacher should be arranged in a lesson plan and practice schedules.

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