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).

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 A Preservice Teacher’s Reflections on Education for Sustainable Development in Multiple-Deprived Science Classrooms

2021 ◽  
Vol 10 (5) ◽  
pp. 56
Author(s):  
Maria Tsakeni ◽  
Loyiso Jita
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Goal Attainment ◽  
Design Research ◽  
Teaching Practice ◽  
Science Classroom ◽  
Education For Sustainable Development ◽  
Science Classrooms ◽  
Agenda 2030 ◽  
Poverty Elimination

In the wake of the United Nations’ Agenda 2030 on sustainability, this study problematizes how conditions in multiple-deprived science classrooms are intricately connected to the sustainable development goals (SDGs). This narrative inquiry design research consisting of one participant, describes how the conditions of multiple-deprivation in science classrooms are influenced by, and in turn influence the achievement of, some of the SDGs. The narratives were contained in the reflections documented by a Bachelor of Education (BEd) preservice physical sciences teacher of his third- and fourth-year teaching practice experiences whilst conducting observations and teaching in multiple-deprived classrooms. The study was undergirded by education for sustainable development (ESD) and the SDGs as conceptual frameworks. The data collected were analysed through narrative data analysis techniques, revealing forms of deprivation in the science classroom which were driven by the SDGs related to poverty elimination, quality education, reduction of inequalities and social injustice, promotion of sustainable communities, and establishment of partnerships for goal attainment. The study findings show how the teaching and learning in multiple-deprived classrooms may pose as a challenge to the attainment of the SDGs, pointing out to some implications for practice.

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 Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use

2020 ◽  
Vol 10 (1) ◽  
pp. 73-91
Author(s):  
Joseph Siegel
Keyword(s):  
Teaching And Learning ◽  
First Language ◽  
Student Body ◽  
University Campuses ◽  
Student Comprehension ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Low Levels ◽  
Effectiveness And Efficiency ◽  
The Impact

AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.

scholarly journals Exploring the Drivers of Intention to Use Interactive Whiteboards among Malaysia University Students: Does Technology Self-Efficacy Matter?

2020 ◽  
Vol 15 (01) ◽  
pp. 163
Author(s):  
Kung-Teck Wong ◽  
Mazura @ Mastura Binti Muhammad ◽  
Norazilawati Binti Abdullah
Keyword(s):  
Technology Acceptance ◽  
Student Teachers ◽  
Self Efficacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Interactive Whiteboards ◽  
Intention To Use ◽  
Proposed Model ◽  
Effective Use ◽  
Published Research

The effective use of an interactive whiteboard (IWB) in teacher-education institutions depends strongly on student teachers’ intention of using it. Despite the recent surge in published research on the widespread applications for IWB in teaching and learning, few have developed a model to elucidate the elements which contribute to student teachers’ intention to use IWB. The aim of this study was to develop a model which demonstrates the variables that affect student teachers’ intentions and which also explain their interactions. The proposed IWB intention to use research model is based on prominent educational technology acceptance theories and models. Five variables (technology self-efficacy, performance expectancy, effort expectancy, social influence, and intention to use) were selected to build a model for this study. Structural Equation Modelling (SEM) was used for this study to identify the predictors and the model fit. The proposed model has accounted for 47.6% of the variance in the intention to use IWB.

“Virtual Inquiry” in the Science Classroom

2011 ◽  
pp. 109-119
Author(s):  
Eva Erdosne Toth
Keyword(s):  
Instructional Design ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Science Classroom ◽  
Inquiry Teaching ◽  
Design Decisions ◽  
Pedagogical Content ◽  
Research Findings ◽  
Classroom Inquiry

The article examines prior research on students’ difficulties with inquiry learning and outlines research-based decisions for the consideration of software-based scaffolds for inquiry teaching and learning. The objective is to detail research findings in a way that assists teachers in their development of pedagogical content knowledge as relevant to the selection and use of technological tools for classroom inquiry in the high school biology or college introductory biology classrooms. Employing a worked-out-example in the popular domain of DNA science, the article illustrates the research-based integration of instructional design decisions coordinated with the features of selected software tools. The coordination of software-design with instructional design has the potential of significantly enhancing students’ learning while also supporting the development of teachers’ technological pedagogical content knowledge.

Facilitation of Online Teaching and Learning

2010 ◽  
pp. 626-642 ◽  
Author(s):  
Geraint Lang
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Full Time ◽  
Student Body ◽  
Online Teaching And Learning ◽  
High Expectations ◽  
Face To Face ◽  
Course Work ◽  
Full Time Employment

Twenty First Century Education is undergoing change not only to keep in step with the emerging technological innovations, but also to address the needs and meet the high expectations of a technically sophisticated student body. Physical manifestations of these changes may be seen in new institutional building work. Technologically, the Facebook Generation of students in our universities expect online access across the campus, not only to all manner of information and social networks, but to their course work. A growing body of the student population now remain in full time employment, enrolled via online courses. Their virtual access to teaching and learning requires a different form of tuition to that generally experienced in face to face lectures. Online teaching and learning is a facilitated process, which this chapter seeks to explain. The role of the facilitator is explained, along with the process of online learning, with reference to an established online degree course, Ultraversity.

The Parental Perspective over the Use of iPads in Primary and Middle Years of Schooling

2020 ◽  
pp. 773-786
Author(s):  
Abdullah Ismail ◽  
Anthony Cashin
Keyword(s):  
United Arab Emirates ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Local Context ◽  
Positive Role ◽  
Policy Makers ◽  
Educational Paradigm ◽  
K 12 ◽  
Published Research

Apple's iPad and other forms of tablet are reportedly gaining increasing popularity within the academic premises. Most of the published research on this topic has highly admired the positive role and impact of iPads on teaching and learning practices, as if an exogenous technological induction in any local context would essentially revolutionize and transform the whole educational paradigm; however, some recent publications also highlight the parental and policy-makers' concerns over the undesired consequences of technological obsession in educational development. The current study aims at bringing a balanced view on this crucially important topic. The study employs mixed methods research and it uses Ajman Academy, a renowned K-12 institution in the United Arab Emirates, as a case study. This research concludes that due to the relative immaturity of these young children, they cannot be left alone to make their own technological choices. Hence, adopting an over-ambitious approach in terms of technological adoption, without properly understanding the nuances and complexities of a local context; may possibly put these children in a vulnerable situation, and thus likely exposed to many unintended and undesired consequences.

scholarly journals EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education

2019 ◽  
Vol 9 (2) ◽  
pp. 116 ◽  
Author(s):  
David González-Gómez ◽  
Jin Su Jeong
Keyword(s):  
Science Education ◽  
Science Learning ◽  
Science Classroom ◽  
Science Laboratory ◽  
Positive Perception ◽  
Science Classrooms ◽  
E Learning ◽  
Computer Based ◽  
Positive Results ◽  
Scaffolding Learning

In education, the use of information, computers, and the Internet as a form of blended technology has been receiving increased attention and consideration. Additionally, increasing attention is being paid toward a scaffolding mechanism that can be integrated into science classrooms in order to solve technological challenges. This work describes a computer-based blended and scaffolding learning toolbox to support numerical concepts for flipped science education, particularly one which is developed and implemented in a MATLAB environment and framed in Adobe Captivate 6 as a HTML5-based e-Learning application, which can be used for science laboratory exercises. This toolbox, named SciEduFIT, is one of the blended and scaffolding learning systems available for use in science education. Through this toolbox, students can acquire the skills to establish the numerical concepts in a flipped science classroom. A survey was conducted to measure the suitability of the proposed toolbox, specifically A to E screens of SciEduFIT. The positive results of the survey indicate that this novel toolbox should be introduced into science classrooms in order to supplement other existing tools currently in use in the area of flipped science education. Therefore, the research shows a general positive perception of the toolbox and highlights the feasibility of the toolbox to achieve significant science learning.

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