The language barrier:using concept inventories to teach science to first-year university students

Schulte, J; Griffiths, N

The language barrier:using concept inventories to teach science to first-year university students

Schulte, J

Griffiths, N

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Publisher:: J Schulte, N. Griffith
Publication Type:: Conference Proceeding
Citation:: The Australian Conference on Science and Mathematics 2013, 2013, pp. 193 - 198
Issue Date:: 2013-01

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Field	Value	Language
dc.contributor.author	Schulte, J https://orcid.org/0000-0001-8845-8099	en_US
dc.contributor.author	Griffiths, N https://orcid.org/0000-0002-5023-1128	en_US
dc.contributor.editor	Paul Newitt	en_US
dc.date	2013-09-19	en_US
dc.date.issued	2013-01	en_US
dc.identifier.citation	The Australian Conference on Science and Mathematics 2013, 2013, pp. 193 - 198	en_US
dc.identifier.uri	http://hdl.handle.net/10453/26943
dc.identifier.uri	http://hdl.handle.net/10453/32794
dc.description.abstract	The effective use of language in science is a perennial topic in science education. In studying science students are confronted not only with the scientific concepts of the disciplinary area but also with its discipline specific language. In English, this challenge is compounded by the overlap in meaning between discipline specific terminology and everyday language. Science concept testing tools, which have been developed to deal with these issues, are widely used for testing understanding of science concepts. However, Science educators are facing new challenges with the increasing diversity of the student cohort accessing tertiary education. These students educational, cultural and linguistic backgrounds combined with their unfamiliarity with the academic discourse of their discipline may be an obstacle to their smooth transition. In the past, the specially written Concept Inventories supported lecturers and students in this transition but these inventories were not designed for the student cohorts of the twenty-first century. This paper reports on our study of one of the more proven concept testing tools `The Force Concept Inventory (physics) and its application in large first-year classes with non-traditional students	en_US
dc.publisher	J Schulte, N. Griffith	en_US
dc.relation.ispartof	The Australian Conference on Science and Mathematics 2013	en_US
dc.relation.ispartof	Australian Conference on Science and Mathematics Education	en_US
dc.title	The language barrier:using concept inventories to teach science to first-year university students	en_US
dc.type	Conference Proceeding
utslib.location	Sydney	en_US
utslib.location.activity	Canberra	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
dc.location.activity	Canberra	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
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
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2013-09-21	en_US
pubs.place-of-publication	Sydney	en_US
pubs.start-date	2013-09-19	en_US

Abstract:

The effective use of language in science is a perennial topic in science education. In studying science students are confronted not only with the scientific concepts of the disciplinary area but also with its discipline specific language. In English, this challenge is compounded by the overlap in meaning between discipline specific terminology and everyday language. Science concept testing tools, which have been developed to deal with these issues, are widely used for testing understanding of science concepts. However, Science educators are facing new challenges with the increasing diversity of the student cohort accessing tertiary education. These students educational, cultural and linguistic backgrounds combined with their unfamiliarity with the academic discourse of their discipline may be an obstacle to their smooth transition. In the past, the specially written Concept Inventories supported lecturers and students in this transition but these inventories were not designed for the student cohorts of the twenty-first century. This paper reports on our study of one of the more proven concept testing tools `The Force Concept Inventory (physics) and its application in large first-year classes with non-traditional students

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http://hdl.handle.net/10453/26943