Perceptions about the Use of Language in Physical Science Classrooms: A Discourse Analysis

Autor/inn/en	Semeon, Nasimu; Mutekwe, Edmore
Titel	Perceptions about the Use of Language in Physical Science Classrooms: A Discourse Analysis
Quelle	In: South African Journal of Education, 41 (2021) 1, Artikel 1781 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Semeon, Nasimu) ORCID (Mutekwe, Edmore)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Discourse Analysis; Science Education; Foreign Countries; Sociocultural Patterns; Science Teachers; Language Usage; High School Students; Grade 10; Grade 11; Grade 12; School Districts; Teacher Attitudes; Teaching Methods; Instructional Effectiveness; Classroom Communication; African Languages; Language of Instruction; English (Second Language); Second Language Learning; Indo European Languages; Academic Language; Scientific Concepts; Concept Formation; Science Tests; Enrollment Trends; South Africa + Suchen Sie Ihr Suchwort? Diskursanalyse; Naturwissenschaftliche Bildung; Ausland; Soziokulturelle Theorie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sprachgebrauch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; School district; Schulbezirk; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Klassengespräch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Indoeuropäisch; Academic; Akademiker; Sprache; Wissenschaftssprache; Concept learning; Begriffsbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01