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Lay Hoon Seah 《International Journal of Science and Mathematics Education》2016,14(6):1059-1078
Although the importance of language in science learning has been widely recognized by researchers, there is limited research on how science teachers perceive the roles that language plays in science classrooms. As part of an intervention design project that aimed to enhance teachers’ capacity to address the language demands of science, interview data (N = 9) were collected to understand teachers’ perceptions and experiences with a wide range of issues related to language use in science classrooms. Adopting an interpretive approach to qualitative data, the analysis revealed that the teachers perceive a wide range of student difficulties related to language use in science classrooms, especially to the use of specialized terms and writing. Although the teachers are keenly aware of how language can be a barrier to learning science, they are less certain as to what students need to know about the language of science in order to master it. The findings suggested professional support that highlights the distinctive language demands of science and how these demands differ from other subject areas could be useful to these elementary school teachers. 相似文献
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Magana Alejandra J. Elluri Sindhura Dasgupta Chandan Seah Ying Ying Madamanchi Aasakiran Boutin Mireille 《Journal of Science Education and Technology》2019,28(4):382-398
Journal of Science Education and Technology - In science and engineering education, the use of heuristics has been introduced as a way of understanding the world, and as a way to approach... 相似文献
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Evidence suggests that some factors can determine the successful implementation of strategic IT systems, i.e. Business Intelligence (BI). Although BI systems can provide companies with insights into their business operations they are painstakingly difficult to implement. Most frequently, employee resistance and change management related issues have been identified as the main causes of system implementation failure. This is particularly true for Chinese firms, where cultural nuances such as personalism and particularism serve as powerful barriers to ‘intelligence’ sharing. In this case study, we report how Chinese CEOs can overpower these restraining forces to facilitate implementation success. Preliminary evidence from our case firm suggests that a strong, committed and adaptive leadership style provides a basis for effective BI exploitation. Further, we also identify some strategic and tactical actions that Chinese CEOs can use to foster a knowledge sharing culture that is conducive to BI systems implementation. 相似文献
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Lay Hoon Seah David John Clarke Christina Eugene Hart 《International Journal of Science Education》2013,35(6):952-973
This case study of a science lesson, on the topic thermal expansion, examines the language demands on students from an integrated science and language perspective. The data were generated during a sequence of 9 lessons on the topic of ‘States of Matter’ in a Grade 7 classroom (12–13 years old students). We identify the language demands by comparing students' writings with the scientific account of expansion that the teacher intended the students to learn. The comparison involved both content analysis and lexicogrammatical (LG) analysis. The framework of Systemic Functional Linguistics was adopted for the LG analysis. Our analysis reveals differences in the meaning and the way LG resources were employed between the students' writings and the scientific account. From these differences, we found the notion of condition-of-use for LG resources to be a significant aspect of the language that students need to appropriate in order to employ the language of school science appropriately. This notion potentially provides a means by which teachers could concurrently address the conceptual and representational demands of science learning. Finally, we reflect on how the complementary use of content analysis and LG analysis provides a way for integrating the science and language perspectives in order to understand the demands of learning science through language. 相似文献
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Qiaoping Zhang Tasos Barkatsas Huk-Yuen Law Yuh-Chyn Leu Wee Tiong Seah Ngai-Ying Wong 《International Journal of Science and Mathematics Education》2016,14(5):907-924
It has become increasingly recognized that what teachers and students value affect teaching and learning in general and in the area of mathematics in particular. Yet, the extent to which this is so varies across cultural regions. In recent years, how the ethnic Chinese teach and learn mathematics has attracted much attention worldwide. It is precisely the purpose of the present study to investigate the value structures of three Chinese regions. Using a recently developed and validated questionnaire, students’ values in mathematics learning in the Chinese Mainland, Hong Kong and Taiwan are delineated. In the first place, the results reveal that there are six dimensions in the students’ value structure, namely achievement, relevance, practice, communication, information and communications technology as well as feedback. However, in each of the six value components derived from the principal components analysis, statistically significant differences between the regions were found. 相似文献
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Research in Science Education - This article provides rich insights into the process of data generation for discourse analysis from three separate studies of the video recordings of a single... 相似文献
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Journal of Science Education and Technology - Experimentation is one of the important strategies used in engineering design to understand the relationship between relevant variables so that they... 相似文献
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