Expert Video Exchanges in Bilingual Biology Lessons -- Students' Intrinsic Motivation and Subject-Specific Interest

Autor/inn/en	Meyerhöffer, Nina; Dreesmann, Daniel C.
Titel	Expert Video Exchanges in Bilingual Biology Lessons -- Students' Intrinsic Motivation and Subject-Specific Interest
Quelle	In: Journal of Biological Education, 54 (2020) 3, S.315-327 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meyerhöffer, Nina) ORCID (Dreesmann, Daniel C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2019.1575265
Schlagwörter	Biology; Science Instruction; German; Native Language; Cytology; Video Technology; Teaching Methods; English (Second Language); Intercultural Communication; Student Motivation; Student Interests; Bilingual Education; Second Language Learning; Student Attitudes; Scientific Literacy; Language of Instruction; High School Students; Foreign Countries; Course Content; Germany + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Deutscher; Zytologie; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Interkulturelle Kommunikation; Schulische Motivation; Studieninteresse; Bilingual teaching; Bilingualer Unterricht; Zweitsprachenerwerb; Schülerverhalten; Teaching language; Unterrichtssprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Kursprogramm; Deutschland
Abstract	This paper presents an instructional model to incorporate English-language communication between international practicing scientists and English learners into secondary science lessons. The aim was to identify a method that lets pupils practice English as the language of science and that elicits positive affective attitudes in the form of task-specific intrinsic motivation. As a central condition, the approach had to be feasible in realistic school settings. The pupils that participated in the two studies presented (total n = 218) were native German speakers and interacted with English-speaking experts in the curricular contexts of cytology and immunology via videos. We assessed pupils' task-specific intrinsic motivation (as defined by their "interest/enjoyment" of the exchange and their "relatedness" to the expert) and compared it to their subject-specific interest in biology and English before and after the project. We further contrasted the motivational ratings of bilingually experienced and inexperienced groups of pupils. Both groups reported similar and remarkably high task-specific intrinsic motivation for the video exchange. Subject-specific interests remained constant before and after implementing the method and were correlated with "interest/enjoyment" in the standard, but not in the bilingually experienced classes. The applicability of the exchange model in different topics, subjects, and student groups is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01