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Journal articles on the topic 'Science Language and education'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

McKinley, Elizabeth, Pauline McPherson Waiti, and Beverley Bell. "Language, culture and science education." International Journal of Science Education 14, no. 5 (1992): 579–95. http://dx.doi.org/10.1080/0950069920140508.

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2

Lemmi, Catherine, Bryan A. Brown, Andrew Wild, Lynne Zummo, and Quentin Sedlacek. "Language ideologies in science education." Science Education 103, no. 4 (2019): 854–74. http://dx.doi.org/10.1002/sce.21508.

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3

이덕환. "Role of Language Science and Science Education." KOREAN EDUCATION ll, no. 95 (2013): 7–28. http://dx.doi.org/10.15734/koed..95.201306.7.

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4

Leckie, Alisa, and Amanda Wall. "Language for Science: Preservice Teachers Develop Science Concepts Through Language Study." Journal of Science Teacher Education 28, no. 5 (2017): 468–84. http://dx.doi.org/10.1080/1046560x.2017.1361727.

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5

Umami, Maslihatul. "Rethinking Language Education in Indonesia." Register Journal 1, no. 1 (2016): 1. http://dx.doi.org/10.18326/rgt.v1i1.1-22.

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Language education in Indonesia may be discussed by over viewing the nature of the three language categories in the country: Indonesian language, indigenous languages, and foreign languages. From the picture of how the three groups of languages work and function, the problem raised in this paper is based on two fundamental assumptions. Language education in this multilingual and multicultural country is not done on the context of literacy, on the one hand, and it is not yet considered important in comparison with that of the subjects related to basic science and technology, on the other. After

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Umami, Maslihatul Umami. "Rethinking Language Education in Indonesia." Register Journal 1, no. 1 (2016): 1. http://dx.doi.org/10.18326/rgt.v1i1.413.

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Language education in Indonesia may be discussed by over viewing the nature of the three language categories in the country: Indonesian language, indigenous languages, and foreign languages. From the picture of how the three groups of languages work and function, the problem raised in this paper is based on two fundamental assumptions. Language education in this multilingual and multicultural country is not done on the context of literacy, on the one hand, and it is not yet considered important in comparison with that of the subjects related to basic science and technology, on the other. After

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7

HAZEN, K. "BETTER SCIENCE BETTER SCIENCE EDUCATION." American Speech 75, no. 3 (2000): 270–73. http://dx.doi.org/10.1215/00031283-75-3-270.

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8

Merzyn, Gottfried. "The language of school science." International Journal of Science Education 9, no. 4 (1987): 483–89. http://dx.doi.org/10.1080/0950069870090406.

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9

Seah, Lay Hoon, David John Clarke, and Christina Eugene Hart. "Understanding the Language Demands on Science Students from an Integrated Science and Language Perspective." International Journal of Science Education 36, no. 6 (2013): 952–73. http://dx.doi.org/10.1080/09500693.2013.832003.

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10

Pérez-González, A. Beatriz. "Deconstructed Language in Higher Education Deconstructing Science." Universal Journal of Educational Research 7, no. 3 (2019): 781–89. http://dx.doi.org/10.13189/ujer.2019.070318.

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11

Sun-Kyung Lee and 김시정. "Meeting and Convergence between Science Education and Korean Language Education." Journal of Korean Language Education ll, no. 41 (2018): 343–75. http://dx.doi.org/10.17313/jkorle.2018..41.343.

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12

Grabe, W., and R. B. Kaplan. "Science, technology, language and information: Implications for language and language-in-education planning." Social Science Information Studies 5, no. 3 (1985): 99–120. http://dx.doi.org/10.1016/0143-6236(85)90041-9.

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13

Kabanov, Alexander, Nelly Savelyeva, Natalie Nevraeva, Natalia Vlasova, Tamara Pyrkova, and Elvira Popova. "Effective principles in the foreign language education." SHS Web of Conferences 87 (2020): 00113. http://dx.doi.org/10.1051/shsconf/20208700113.

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In modern reality, when economic, trade, scientific and cultural ties are rapidly developing in the world, exchanges are being carried out in the scientific and technical fields, knowledge of a foreign language becomes a priority for specialists of almost all levels. The very concept of a “foreign language” is increasingly being replaced by a “language of communication” in various fields of culture, science and technology. There are many different languages in the world, and even more dialects. But the trends are such that for most people knowledge of one common language is enough. And this la

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14

Menninga, Astrid, Marijn van Dijk, Annemie Wetzels, Henderien Steenbeek, and Paul van Geert. "Language use in kindergarten science lessons: language production and academic language during a video feedback coaching intervention in kindergarten science lessons." Educational Research and Evaluation 23, no. 1-2 (2017): 26–51. http://dx.doi.org/10.1080/13803611.2017.1292920.

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15

Shaposhnikova, Irina V. "Issue of Language Policy in Science and Education." Journal of Psycholinguistic 35, no. 1 (2018): 173–91. http://dx.doi.org/10.30982/2077-5911-2018-35-1-173-191.

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16

Mifsud, Jordan, and Josette Farrugia. "Language choice for science education: policy and practice." Curriculum Journal 28, no. 1 (2017): 83–104. http://dx.doi.org/10.1080/09585176.2016.1251847.

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17

Piacentini, Valentina, Ana Raquel Simões, and Rui Marques Vieira. "TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL." Problems of Education in the 21st Century 77, no. 5 (2019): 636–49. http://dx.doi.org/10.33225/pec/19.77.636.

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The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are benefi

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18

BENCZE, J. LAWRENCE, LYN CARTER, MEI-HUNG CHIU, et al. "GLOBALIZATION AND SCIENCE EDUCATION." COSMOS 08, no. 02 (2013): 139–52. http://dx.doi.org/10.1142/s021960771250005x.

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Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from co

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19

Kibirige, Israel, and Asaph Romolus Mogofe. "Integrating language literacy in physical sciences in Riba Cross District, South Africa." Cypriot Journal of Educational Sciences 16, no. 2 (2021): 547–62. http://dx.doi.org/10.18844/cjes.v16i2.5635.

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The language of teaching and learning challenges Physical Sciences teachers and impacts learners’ achievements. The study aimed to investigate how language literacy is integrated into the teaching of Physical Sciences. A descriptive survey design was adopted. The participants were five Grade 10 Physical Sciences teachers and 211 learners (108 boys; 103 girls) from nine schools exhibiting low academic achievements. Data were gleaned through the Literacy Skills Usage Survey Questionnaire (LSUSQ). The results show that 77.78% of the teachers did not engage learners in report writing and arguments

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20

Balykhina, Tatiana Mikhailovna. "Whether russian language remains the language of russian science?" Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2011): 34–43. http://dx.doi.org/10.51314/2073-2635-2011-4-34-43.

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The article indicates the problem of the need to preserve national languages of science and its solutions. The questions of globalization (Americanization), internationalization of higher education systems, the possible positive effects and negative consequences, including for domestic languages are analyzed. The article describes experience of Germany and France for the conservation of an identical cultural and linguistic space.

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21

Sutton, Clive. "Beliefs about science and beliefs about language." International Journal of Science Education 18, no. 1 (1996): 1–18. http://dx.doi.org/10.1080/0950069960180101.

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22

Roth, Wolff-Michael. "Science, Irony and the Inescapability from Language." Studies in Science Education 33, no. 1 (1999): 141–48. http://dx.doi.org/10.1080/03057269908560143.

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23

Spurlin, Quincy. "Making science comprehensible for language minority students." Journal of Science Teacher Education 6, no. 2 (1995): 71–78. http://dx.doi.org/10.1007/bf02614593.

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24

Jiang, Yizhe. "Language Mixings in Heritage Language Education: A Systematic Review." International Journal of Language and Literary Studies 3, no. 2 (2021): 21–36. http://dx.doi.org/10.36892/ijlls.v3i2.614.

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The overarching research question for this paper is what work has been done on heritage languages worldwide through a language mixing lens. Given the increasing research interest in this topic and the scarcity of previous secondary studies, a systematic review was conducted on the empirical data at the intersection of language mixing and heritage language education, in and out of schools. Thematic analysis and frequency analysis were carried out on qualified empirical sources gathered from Scopus, Web of Science, and Linguistics and Language Behavior Abstracts (LLBA). After sharing backgrounds

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25

Koichumanova, Nurgul, and Zamira Abdukarimova. "SEARCH FOR BEST PRACTICES IN MULTILINGUAL EDUCATION (DEVELOPMENT OF MULTILINGUAL HIGHER EDUCATION INSTITUTIONS)." Alatoo Academic Studies 19, no. 3 (2019): 31–37. http://dx.doi.org/10.17015/aas.2019.193.03.

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Despite the fact that in 2008 in the Kyrgyz Republic was adopted the Concept of multilingual and multicultural education, in 2014 was adopted the National Program for the Development of the State Language and improving the language policy in the Kyrgyz Republic for 2014-2020, there are currently no cardinal changes in expanding the spheres of use of the state language, primarily in public administration, paperwork and professional communication, as well as in higher education. Kyrgyz language insufficiently applied in the fields of economics, education, science and in the training of specialis

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26

Maciejowska, Iwona. "SCIENCE VERSUS SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 2 (2012): 4–5. http://dx.doi.org/10.48127/gu-nse/12.9.04a.

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Scientific process consists in multiple repetitions of researches in order to verify their results. They are also publicized and undergo the process of criticism and evaluation by the scientific community. The science is the social process in which the scientists con-stantly look at the results of the others’ work, accept them or reject based on the objec-tive criteria. It happens through the review of the text intended for publication as well as publication of polemical and critical texts. Also during the scientific conferences there is a time for discussions among scientists, which influence

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27

Lemke, J. L. "Social Semiotics and Science Education." American Journal of Semiotics 5, no. 2 (1987): 217–32. http://dx.doi.org/10.5840/ajs19875217.

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28

Strube, Paul. "Narrative in Science Education." English in Education 24, no. 1 (1990): 53–60. http://dx.doi.org/10.1111/j.1754-8845.1990.tb01306.x.

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29

Tickoo, Makhan L. "Language in education." World Englishes 25, no. 1 (2006): 167–76. http://dx.doi.org/10.1111/j.0083-2919.2006.00454.x.

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30

FARINA, DONNA M. "PLANNING LANGUAGE EDUCATION." World Englishes 10, no. 2 (1991): 234–42. http://dx.doi.org/10.1111/j.1467-971x.1991.tb00156.x.

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31

Krieger, Janice L., and Cindy Gallois. "Translating Science." Journal of Language and Social Psychology 36, no. 1 (2016): 3–13. http://dx.doi.org/10.1177/0261927x16663256.

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The articles in this special issue highlight the ways in which science communication, and in particular translational communication, implicates the nuances of language. This issue is the report of the Task Force on STEM (science, technology, engineering, mathematics) language set up by the International Association of Language and Social Psychology. The articles raise issues about the multiple stakeholders in science and their characteristic language and concepts, in contexts as diverse as health, energy production, forensic science, and science education. They point to the consequences of get

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32

SUZUKI, Hirotaka, and Nobuhiro MIKI. "A GRAPHIC SCIENCE EDUCATION FOR A DESIGN LANGUAGE TEACHING." AIJ Journal of Technology and Design 8, no. 16 (2002): 349–54. http://dx.doi.org/10.3130/aijt.8.349_2.

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33

Stenhouse, David. "“Conceptual change in science education: Paradigms and language-games”." Science Education 70, no. 4 (1986): 413–25. http://dx.doi.org/10.1002/sce.3730700407.

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34

Seiler, Gale, and Hildah Kwamboka. "A Neoindigenous Perspective on Language Silencing in Science Education." Research in Science Education 49, no. 4 (2019): 1041–53. http://dx.doi.org/10.1007/s11165-019-9852-x.

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35

Istri Aryani, I. Gusti Agung, I. Nengah Sudipa, Ida Bagus Putra Yadnya, and Ni Made Dhanawaty. "Grammatical Equivalence of Animal Science Terms Translation." English Language Teaching 12, no. 6 (2019): 199. http://dx.doi.org/10.5539/elt.v12n6p199.

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Translating specific language for a special subject such as animal science terms should have an understanding of the knowledge. The results of translation in their forms also give effect to their meaning in order to obtain the equivalence and adaptation from the source language (SL) into the target language (TL). This study aims at finding equivalence in the form of translation including their effect of meaning translated from English (SL) into Indonesian (TL). Qualitative method is used to analyze the translation of languages with a descriptive explanation. Both languages have their own gramm

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36

Kabanov, Alexander, Nelly Savelyeva, Natalie Nevraeva, Elena Gnatyshina, and Oksana Pinchukova. "Modern digital technologies in the professional-oriented multicultural education." SHS Web of Conferences 87 (2020): 00106. http://dx.doi.org/10.1051/shsconf/20208700106.

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In modern reality, when economic, trade, scientific and cultural ties are rapidly developing in the world, exchanges are being carried out in the scientific and technical fields, knowledge of a foreign language becomes a priority for specialists of almost all levels. The very concept of a “foreign language” is increasingly being replaced by a “language of communication” in various fields of culture, science and technology. There are many different languages in the world, and even more dialects. But the trends are such that for most people knowledge of one common language is enough. And this la

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37

Glass, Rory, and Alandeom W. Oliveira. "Science Language Accommodation in Elementary School Read-Alouds." International Journal of Science Education 36, no. 4 (2013): 577–609. http://dx.doi.org/10.1080/09500693.2013.802057.

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38

Zwiep, Susan Gomez, and William J. Straits. "Inquiry Science: The Gateway to English Language Proficiency." Journal of Science Teacher Education 24, no. 8 (2013): 1315–31. http://dx.doi.org/10.1007/s10972-013-9357-9.

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39

Brown, Bryan A., and Kihyun Ryoo. "Teaching science as a language: A “content-first” approach to science teaching." Journal of Research in Science Teaching 45, no. 5 (2008): 529–53. http://dx.doi.org/10.1002/tea.20255.

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40

Bird, Elizabeth, and Geoff Welford. "The effect of language on the performance of second‐language students in science examinations." International Journal of Science Education 17, no. 3 (1995): 389–97. http://dx.doi.org/10.1080/0950069950170309.

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41

Lamanauskienė, Gražina. "ELECTRONIC INFORMATION RESOURCES FOR SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 4, no. 2 (2007): 27–34. http://dx.doi.org/10.48127/gu-nse/07.4.27a.

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It should be noticed that though the amount of information resources is constantly increasing, natural science education suffers from lack of electronic information sources. Moreover, in this case, the Lithuanian language is used extremely rarely. Presently, more and more teachers of natural sciences use the Internet, and therefore the popularity of electronic information resources is growing. However, the questions of how to evaluate the quality of similar resources and how to conceptually integrate those into the teaching/learning process arise. Legal and ethical aspects of using information

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42

Pinto, Susana, and Maria Helena Araújo e Sá. "Scientific research and languages in Portuguese Higher Education Institutions." Language Problems and Language Planning 44, no. 1 (2020): 20–44. http://dx.doi.org/10.1075/lplp.00054.pin.

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Abstract This paper reports on a study that looked at Portuguese public universities setting out to identify and discuss institutional stakeholders’ social representations concerning the use of languages in scientific research and the development of institutional language policies within this area of higher education activity. In order to do so, institutional stakeholders responsible for research activities at six Portuguese public universities completed a questionnaire and participated in in-depth interviews. The findings indicate there are common tendencies regarding the identified social re

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43

Bazzul, Jesse. "Science education needs manifestos." Caderno Brasileiro de Ensino de Física 37, no. 3 (2020): 1020–40. http://dx.doi.org/10.5007/2175-7941.2020v37n3p1020.

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As a science teacher educator, manifestos are usually something I have students write. Manifestos are bold forms of expression that help earnest people formulate a focussed or principled stance on important issues. This special issue has provided an opportunity to write a short manifesto of my own; and it is good practice to do the things you want your students to do. In times of increasing environmental and social precarity, science and science education can no longer deny the moral and ethical imperative to be relevant to the survival of both human and nonhuman life. What follows is a manife

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44

Scott, Phil. "Talking science: Language and learning in science classrooms." Science Education 90, no. 3 (2006): 572–74. http://dx.doi.org/10.1002/sce.20146.

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45

Vilkonienė, Margarita. "INTEGRATION OF NATURAL SCIENCE AND LINGUISTIC EDUCATION USING NATURAL SCIENCE INFORMATION SOURCES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 1 (2006): 43–49. http://dx.doi.org/10.48127/gu-nse/06.3.43.

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The requirements of Lithuanian Natural Science Education standards for a primary school are quite difficult to implement. The conducted research has demonstrated that natural science education of the primary school graduates in Šiauliai city and Šiauliai region did not correspond to national primary natural science education standards (Vilkonienė, Vilkonis ir Lamanauskas, 2005). Some researchers (Klimienė, 2001; Lamanauskas, 1996) maintain that the planned results can be achieved through integrated teaching. In their opinion the objectives and the tasks of natural science education can be impl

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46

Phillips, Linda M., and Stephen P. Norris. "Bridging the Gap Between the Language of Science and the Language of School Science Through the Use of Adapted Primary Literature." Research in Science Education 39, no. 3 (2009): 313–19. http://dx.doi.org/10.1007/s11165-008-9111-z.

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47

O'toole, Mitch. "Science, Schools, Children and Books: Exploring the Classroom Interface between Science and Language." Studies in Science Education 28, no. 1 (1996): 113–44. http://dx.doi.org/10.1080/03057269608560086.

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48

Lee, Okhee, Helen Quinn, and Guadalupe Valdés. "Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics." Educational Researcher 42, no. 4 (2013): 223–33. http://dx.doi.org/10.3102/0013189x13480524.

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49

Curtis, Stuart, and Robin Millar. "Language and Conceptual Understanding in Science: a comparison of English and Asian language speaking children." Research in Science & Technological Education 6, no. 1 (1988): 61–77. http://dx.doi.org/10.1080/0263514880060106.

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50

Carrejo, David J., and Judy Reinhartz. "Teachers fostering the co-development of science literacy and language literacy with English language learners." Teacher Development 18, no. 3 (2014): 334–48. http://dx.doi.org/10.1080/13664530.2014.914564.

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