Literaturnachweis - Detailanzeige
| Autor/inn/en | Duran, Bernadine J.; Dugan, Therese; Weffer, Rafaela |
|---|---|
| Titel | Language Minority Students in High School: The Role of Language in Learning Biology Concepts. |
| Quelle | In: Science education, 82 (1998) 3, S. 311-341Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| Schlagwörter | Denkprozess; Kognition; Psychologie; Verstehen; Lehrerverhalten; Lernprozess; Biologieunterricht; Sprache; Naturwissenschaftlicher Unterricht; Konstruktivismus; Grafische Darstellung; Untersuchung; Minderheit |
| Abstract | The importance of language to constituting meaning in science learning has been recognized. However, how language processes in learning are affected by the limited English proficiency of language minority students has not been addressed. The purpose of this study was twofold. The first goal was to describe how Mexican American language minority students construct biology concept meanings based on extant linguistic skills. Second, Vygotsky's semiotic approach to learning was used to design instructional activity to engage students in constructing meanings through mediational means such as science language, signs and symbols, and technology. Participants were 14 sophomores from an urban immigrant community who were enrolled in a Saturday enrichment program at a private university that maintained a "partnership" with the public high school. This interpretive study is based on extensive observational data, individual and group interviews, and students' written products.[...] The findings demonstrate the importance of confronting the mystique of science through instructional activity that provides students the opportunity to acquire the cultural authority of language and other semiotic tools. (Autorenreferat übernommen. Copyright John Wiley & Sons, Inc.). |
| Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
| Update | 2000_(CD) |
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