Language Difficulties in First year Science: An Interim Report

Felicia Zhang; Brett Lidbury; Jurgen Schulte; Adam Bridgeman; Brian Yates

Language Difficulties in First year Science: An Interim Report

Felicia Zhang, Brett Lidbury, Jurgen Schulte, Adam Bridgeman, Brian Yates

Research output: A Conference proceeding or a Chapter in Book › Conference contribution › peer-review

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.

Original language	English
Title of host publication	Proceedings of the Assessment in Science Teaching and Learning Symposium
Editors	A Hugman, K Placing
Place of Publication	Sydney
Publisher	University of Sydney
Pages	159-164
Number of pages	6
Volume	1
ISBN (Print)	9781741100623
Publication status	Published - 2008
Event	Uniserve Science 2008: Assessment in Science Teaching and Learning Symposium - Sydney, Australia Duration: 2 Oct 2008 → 3 Oct 2008

Conference

Conference	Uniserve Science 2008: Assessment in Science Teaching and Learning Symposium
Country/Territory	Australia
City	Sydney
Period	2/10/08 → 3/10/08

Access to Document

https://openjournals.library.sydney.edu.au/index.php/IISME/article/view/6259/6907

Cite this

Zhang, F., Lidbury, B., Schulte, J., Bridgeman, A., & Yates, B. (2008). Language Difficulties in First year Science: An Interim Report. In A. Hugman, & K. Placing (Eds.), Proceedings of the Assessment in Science Teaching and Learning Symposium (Vol. 1, pp. 159-164). University of Sydney. https://openjournals.library.sydney.edu.au/index.php/IISME/article/view/6259/6907

@inproceedings{db433d2d3dff404aa31ae5bd3102ff3a,

title = "Language Difficulties in First year Science: An Interim Report",

abstract = "A key goal of the study entitled {\textquoteleft}A cross-disciplinary approach to language support for first year students in the science disciplines{\textquoteright}, 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.",

author = "Felicia Zhang and Brett Lidbury and Jurgen Schulte and Adam Bridgeman and Brian Yates",

year = "2008",

language = "English",

isbn = "9781741100623",

volume = "1",

pages = "159--164",

editor = "A Hugman and K Placing",

booktitle = "Proceedings of the Assessment in Science Teaching and Learning Symposium",

publisher = "University of Sydney",

address = "Australia",

note = "Uniserve Science 2008: Assessment in Science Teaching and Learning Symposium ; Conference date: 02-10-2008 Through 03-10-2008",

}

Zhang, F, Lidbury, B, Schulte, J, Bridgeman, A & Yates, B 2008, Language Difficulties in First year Science: An Interim Report. in A Hugman & K Placing (eds), Proceedings of the Assessment in Science Teaching and Learning Symposium. vol. 1, University of Sydney, Sydney, pp. 159-164, Uniserve Science 2008: Assessment in Science Teaching and Learning Symposium, Sydney, Australia, 2/10/08. <https://openjournals.library.sydney.edu.au/index.php/IISME/article/view/6259/6907>

Language Difficulties in First year Science: An Interim Report. / Zhang, Felicia; Lidbury, Brett; Schulte, Jurgen et al.
Proceedings of the Assessment in Science Teaching and Learning Symposium. ed. / A Hugman; K Placing. Vol. 1 Sydney: University of Sydney, 2008. p. 159-164.

Research output: A Conference proceeding or a Chapter in Book › Conference contribution › peer-review

TY - GEN

T1 - Language Difficulties in First year Science: An Interim Report

AU - Zhang, Felicia

AU - Lidbury, Brett

AU - Schulte, Jurgen

AU - Bridgeman, Adam

AU - Yates, Brian

PY - 2008

Y1 - 2008

N2 - 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.

AB - 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.

M3 - Conference contribution

SN - 9781741100623

VL - 1

SP - 159

EP - 164

BT - Proceedings of the Assessment in Science Teaching and Learning Symposium

A2 - Hugman, A

A2 - Placing, K

PB - University of Sydney

CY - Sydney

T2 - Uniserve Science 2008: Assessment in Science Teaching and Learning Symposium

Y2 - 2 October 2008 through 3 October 2008

ER -

Language Difficulties in First year Science: An Interim Report

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