Literaturnachweis - Detailanzeige
Autor/in | Chigeza, Philemon |
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Titel | Language Negotiations Indigenous Students Navigate when Learning Science |
Quelle | In: Australian Journal of Indigenous Education, 37 (2008), S.91-97 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1326-0111 |
Schlagwörter | Indigenous Populations; Science Achievement; English (Second Language); Middle School Students; Scientific Concepts; Energy; Foreign Countries; Evaluation; Creoles; Scientific Literacy; Science Instruction; Science Education; Constructivism (Learning); Models; Program for International Student Assessment Sinti und Roma; English as second language; English; Second Language; Englisch als Zweitsprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Energie; Ausland; Evaluierung; Kreole; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Analogiemodell |
Abstract | This paper reports on implications of a research study with a group of 44 Indigenous middle school students learning the science concepts of energy and force. We found the concepts of energy and force need to be taught in English as we failed to find common comparable abstract concepts in the students' diverse Indigenous languages. Three categories of describing the concepts were identified: nine students who used scientific genre to explain and demonstrate the concepts (20%); 15 students who used limited scientific genre to explain and demonstrate the concepts in terms of direct action (35%); and 20 students who did not use scientific genre to either describe or display by direct action their knowledge of the concepts (45%). Indigenous students learning school science navigate language negotiations before negotiating the language challenges in science learning. School science achievement is measured using Standard Australian English concept descriptors. These assessment instruments are designed to measure the student's negotiations from Standard Australian English into science. It is possible that these instruments do not adequately measure the Indigenous student's negotiations from their vernacular language into science. Developing a Creole science could empower Indigenous students learning school science to develop the capacity to successfully negotiate the language systems. (Contains 1 table and 3 models.) (As Provided). |
Anmerkungen | University of Queensland. Aboriginal and Torres Strait Islander Studies Unit, Brisbane, Queensland, 4072, Australia. Tel: +61-7-3365-1969; Fax: +61-7-3365-6855; e-mail: ajie@uq.edu.au; Web site: http://www.atsis.uq.edu.au/ajie/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |