Language difficulties in first year Science

Zhang, F; Lidbury, B; Schulte, J; Bridgeman, A; Yates, B; Rodger, J

Language difficulties in first year Science

Zhang, F Lidbury, B Schulte, J

Bridgeman, A Yates, B Rodger, J

Permalink

Publisher:: UniServe
Publication Type:: Conference Proceeding
Citation:: Proceedings of the Assessment in Science Teaching and Learning Symposium, 2008, pp. 159 - 164
Issue Date:: 2008-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download full textAdobe PDF (189.46 kB)

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Zhang, F	en_US
dc.contributor.author	Lidbury, B	en_US
dc.contributor.author	Schulte, J https://orcid.org/0000-0001-8845-8099	en_US
dc.contributor.author	Bridgeman, A	en_US
dc.contributor.author	Yates, B	en_US
dc.contributor.author	Rodger, J	en_US
dc.contributor.editor	Uniserve, TUOS	en_US
dc.date	2008-10-02	en_US
dc.date.issued	2008-01	en_US
dc.identifier.citation	Proceedings of the Assessment in Science Teaching and Learning Symposium, 2008, pp. 159 - 164	en_US
dc.identifier.isbn	978-1-74210-062-3	en_US
dc.identifier.uri	http://hdl.handle.net/10453/10692
dc.description.abstract	A key goal of the study entitled ‘A cross-disciplinary approach to language support for first year students in the science disciplines’, funded by the Carrick Institute for Learning and Teaching in Higher Education, is to examine the role of language in the learning of science by first-year university students. The disciplines involved are Physics, Chemistry and Biology. This national project also aims to transfer active learning skills, which are widely used in language teaching, to the teaching of science in first year. The paper discusses the background to the study, reports on some of the preliminary results on the language difficulties faced by first year student cohorts in science from data collected in 2008, and describes the framework we have established for the organization and delivery of first year science courses to be implemented in semester one 2009.	en_US
dc.publisher	UniServe	en_US
dc.relation.ispartof	Proceedings of the Assessment in Science Teaching and Learning Symposium	en_US
dc.relation.ispartof	Assessment in Science Teaching and Learning Symposium	en_US
dc.title	Language difficulties in first year Science	en_US
dc.type	Conference Proceeding
utslib.location	Sydney	en_US
utslib.location.activity	Sydney	en_US
utslib.for	0306 Physical Chemistry (incl. Structural)	en_US
dc.location.activity	Sydney	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Mathematical and Physical Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Medical and Molecular Sciences
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Sydney	en_US
pubs.start-date	2008-10-02	en_US

Abstract:

A key goal of the study entitled ‘A cross-disciplinary approach to language support for first year students in the science disciplines’, funded by the Carrick Institute for Learning and Teaching in Higher Education, is to examine the role of language in the learning of science by first-year university students. The disciplines involved are Physics, Chemistry and Biology. This national project also aims to transfer active learning skills, which are widely used in language teaching, to the teaching of science in first year. The paper discusses the background to the study, reports on some of the preliminary results on the language difficulties faced by first year student cohorts in science from data collected in 2008, and describes the framework we have established for the organization and delivery of first year science courses to be implemented in semester one 2009.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/10692