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Teaching 'Register Overlap:' A Proposal for a Translingual Pedagogy to Support Spanish and English Academic Register Learning
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 2) |
| Halaman | : | 813-826 |
| Abstrak | : | Classrooms are not always linguistically permeable, and instruction focused on bolstering English reading comprehension too often neglects students' additional linguistic resources in languages other than English. However, to the task of comprehending English text, multilingual readers bring a host of communicative resources across multiple languages. Indeed, recent studies have found that students educated concurrently in Spanish and English within bilingual schools possess positively correlated Spanish and English academic register resources, with academic register knowledge in each language making unique contributions toward explaining variability in these dual-language learners' English reading comprehension. This recent research offers the tantalizing insight that teaching students to notice overlaps in communicative overlaps-across Spanish expectations and linguistic patterns-or register and English academic registers should receive greater focus. Here, to speak to classroom application, we offer suggestions for how educators might use equivalent Spanish and English metalanguages-or language to talk about language-to highlight register overlaps in Spanish and English academic text. We contend that this purposeful noticing of register overlaps can deepen students' awareness of the linguistic resources available to them for comprehending academic texts and support them in developing critical metalinguistic awareness, or the skills and habits of mind needed to critically consider how registers have been naturalized and are subject to change. This article supports educators to enact one aspect of translingual pedagogy that builds on students' observations about the language of school in order to increase linguistic flexibility, awareness, and criticality. |
Experienced and Novice Teachers’ Concepts of Spatial Scale
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 3) |
| Halaman | : | 409-429 |
| Abstrak | : | Scale is one of the thematic threads that runs through nearly all of the sciences and is considered one of the major prevailing ideas of science. This study explored novice and experienced teachers’ concepts of spatial scale with a focus on linear sizes from very small (nanoscale) to very large (cosmic scale). Novice teachers included undergraduates in science teacher education and students enrolled in a Masters of Arts in Science Teaching Program. Experienced teachers included students enrolled in a Master of Science Program. Participants’ knowledge of conceptual categories of size, scale accuracy, and experiences learning scale were assessed. Results showed both experienced and novice teachers were most accurate in their knowledge of human scale (1 m or body length) and both groups were more accurate with large scale than small scale. Experienced teachers held more accurate concepts of small?scale measurements such as the nanometre than novice teachers. There was evidence that being able to directly experience objects and distances influenced concepts of size and scale. The role of in?school and out?of?school experiences in developing concepts of scale is discussed. |
University Students’ Conceptualization and Interpretation of Topographic Maps
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 3) |
| Halaman | : | 377-408 |
| Abstrak | : | This study investigates the strategies and assumptions that college students entering an introductory physical geology laboratory use to interpret topographic maps, and follows the progress of the students during the laboratory to analyze changes in those strategies and assumptions. To elicit students’ strategies and assumptions, we created and refined a topographic visualization test that was administered before and after instruction to 26 students during the first semester of the study and to 92 students during the second semester. To more deeply understand how students think about and conceptualize topographic maps, we focused on eight individual students who were interviewed about their pretest and posttest answers as well as videotaped during three laboratory sessions. We found that even students who claim never to have worked with topographic maps often perform impressively on their pretests by making useful assumptions about symbolic topographic information. Some students, however, begin with less productive assumptions that may be unfamiliar to some instructors (e.g., thinking that the spacing of contour lines indicates elevation instead of slope). Initial success should not be misinterpreted, however, as an integrated understanding of topographic maps. Only in posttest interviews do most students express explanations integrating multiple normative assumptions. In addition to highlighting the strategies and assumptions that college students use to interpret topographic maps, we outline the implications of these findings for the design of learning objectives, curricular activities, and assessments for topographic lessons in introductory college geology courses and the training of future geoscientists. |
Cram School Students’ Conceptions of Learning and Learning Science in Taiwan
| Pengarang | : | Chin Chung Tsai |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 3) |
| Halaman | : | 353-375 |
| Abstrak | : | The cram school in Taiwan offers additional after?school instruction to enhance students’ academic performance, and it provides a unique educational context to investigate students’ perspectives toward learning. The purpose of this study was to explore 45 cram school students’ (around 14 years old) conceptions of learning and learning science. The research data were gathered from interviews with each of the students, and the interview responses were further analyzed by a phenomenographic method. It was found that most of these students conceptualized learning or learning science as memorizing school knowledge, preparing for tests, or practicing tutorial problems and processing calculations. This study also revealed that about 76% of the students expressed coherent views between conceptions of learning in general, and those of learning science in particular. Further analyses of student interview responses suggested that the students held a quantitative view of learning (science) and they tended to atomize school knowledge while learning (science). Their motivation for learning was mainly driven by external factors, such as examination scores, and they probably employed a surface approach to learning. Moreover, their conceptions of learning or learning science might imply a dualist epistemology for the nature of knowing and knowledge. This study also showed some evidence that the special educational context of cram schools might guide students develop certain conceptions of learning, thus leading to particular study and motivational approaches. |
SITUASI KRIMINALITAS DI INDONESIA
| Pengarang | : | Prijono .S Onny |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | IV-5, MEI (No. 5) |
| Halaman | : | 15-24 |
| Abstrak | : | - |
Understanding Chemistry Professors’ Use of Educational Technologies: An activity theoretical approach
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 3) |
| Halaman | : | 325-351 |
| Abstrak | : | The aim of this study is to understand the influences on chemistry professors’ use of educational technology. For this, we use activity theory to focus on two university chemistry professors and the broader activity system in which they work. We analyse their beliefs and past experiences related to teaching, learning, and technology as well as other components of the activity system of teaching chemistry with understanding. We employ a qualitative methodology with phenomenological and symbolic interactionist perspectives. Our findings illustrate various contradictions within and between the components of the activity system. Those include the insufficient level of collaboration, reflection, and communication among faculty members, constraints for reform?based chemistry teaching, limitations of large class sizes, and “poor” design of technology?enhanced classrooms. We propose several possible resolutions to transform undergraduate chemistry education, including the effective utilization of technology?enhanced teaching strategies and building a more uniform culture of teaching within science content departments. |
The Use of Computer?based Programming Environments as Computer Modelling Tools in Early Science Education: The cases of textual and graphical program languages
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 3) |
| Halaman | : | 287-323 |
| Abstrak | : | This is an interpretive case study seeking to develop detailed and comparative descriptions of how two groups of fifth?grade students used two different Computer?based Programming Environments (CPEs) (namely Microworlds Logo and Stagecast Creator) during scientific modelling. The primary sources of data that were used in this 4?month study include videotaped students’ group work and whole?class discussions, and the instructors’ reflective journals. For the data analysis, contextual inquiry was used in conjunction with analysis of student conversation in order to gain better insight into students’ activity and conversation patterns while working with CPEs. Findings highlight the differences in the ways that the students used the two CPEs in the context of developing models of natural phenomena with respect to three distinct phases that emerged from data analysis, which include student approaches to (i) planning, (ii) writing and debugging code, and (iii) using code to represent the phenomenon under study. Lastly, findings highlight which aspects of students work during the three phases can be productive for scientific modelling, proposing possible relationships between student work and CPE features. |
MENINJAU KEBUDAYAAN REMAJA SERTA SUB-KEBUDAYAAN DELINKWEN
| Pengarang | : | Prijono .S Onny |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | IV-5, MEI (No. 5) |
| Halaman | : | 3-14 |
| Abstrak | : | - |
MINYAK BUMI KEKUATAN UTAMA TIMUR TENGAH
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | IV-4, APRIL (No. 4) |
| Halaman | : | 39-67 |
| Abstrak | : | - |
TIMUR TENGAH SUAU ANCAMAN BARU
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | IV-4, APRIL (No. 4) |
| Halaman | : | 3-38 |
| Abstrak | : | - |