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 BookConference contribution

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 languageEnglish
Title of host publicationProceedings of the Assessment in Science Teaching and Learning Symposium
EditorsA Hugman, K Placing
Place of PublicationSydney
PublisherUniversity of Sydney
Pages159-164
Number of pages6
Volume1
ISBN (Print)9781741100623
Publication statusPublished - 2008
EventUniserve Science 2008: Assessment in Science Teaching and Learning Symposium - Sydney, Australia
Duration: 2 Oct 20083 Oct 2008

Conference

ConferenceUniserve Science 2008: Assessment in Science Teaching and Learning Symposium
CountryAustralia
CitySydney
Period2/10/083/10/08

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science
first-year student
Teaching
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semester
physics
biology
chemistry
organization
university
education
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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). Sydney: University of Sydney.
Zhang, Felicia ; Lidbury, Brett ; Schulte, Jurgen ; Bridgeman, Adam ; Yates, Brian. / Language Difficulties in First year Science: An Interim Report. Proceedings of the Assessment in Science Teaching and Learning Symposium. editor / A Hugman ; K Placing. Vol. 1 Sydney : University of Sydney, 2008. pp. 159-164
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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.",
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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.

Language Difficulties in First year Science: An Interim Report. / Zhang, Felicia; Lidbury, Brett; Schulte, Jurgen; Bridgeman, Adam; Yates, Brian.

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 BookConference contribution

TY - GEN

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

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AU - Bridgeman, Adam

AU - Yates, Brian

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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.

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Zhang F, Lidbury B, Schulte J, Bridgeman A, Yates B. Language Difficulties in First year Science: An Interim Report. In Hugman A, Placing K, editors, Proceedings of the Assessment in Science Teaching and Learning Symposium. Vol. 1. Sydney: University of Sydney. 2008. p. 159-164