One potato, two potato, three potato, four: the use of Hot Potatoes software in science language comprehension

Alice Richardson, Brett Lidbury, Felicia Zhang

    Research output: Contribution to conference (non-published works)Paper

    Abstract

    Our paper concentrates on innovation in teaching two ‘hard’ sciences, namely Genetics and Statistics. Reform in the teaching of Statistics moved through the higher education sector in Australia in the 1990s. Emphasis was placed on statistical thinking and active learning rather than recipes and derivations. New-style textbooks and laboratory manuals were published that employed teaching techniques from a variety of disciplines, but not from language teaching. Teaching in Genetics, generally, is in a transmissive style and as the language of Genetics is as foreign as a foreign language, texts written become inaccessible to many students. An earlier study (Zhang and Lidbury 2006) has examined a range of language techniques in the teaching of tertiary Genetics and Molecular Biology, and has recently focussed on language learning via the Hot Potatoes software. For this original study, Hot Potatoes was used as one of a suite of language-centred teaching approaches, so its full value has not, thus far, been individually assessed. Anecdotally, Hot Potatoes was a great tool to revise genetic language from previous lectures, and was appreciated by motivated students who wished to explore extra voluntary online exercises, or use the Hot Potatoes exercises as study tools. This study in Statistics will focus primarily on Hot Potatoes and assess it as a tool through which to teach statistical language.
    Original languageEnglish
    Publication statusPublished - 2007
    EventUniserve Science Symposium - Sydney, Australia
    Duration: 28 Sep 200729 Sep 2007

    Conference

    ConferenceUniserve Science Symposium
    CountryAustralia
    CitySydney
    Period28/09/0729/09/07

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    Teaching
    language
    science
    statistics
    software
    foreign language
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    innovation
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    Cite this

    Richardson, A., Lidbury, B., & Zhang, F. (2007). One potato, two potato, three potato, four: the use of Hot Potatoes software in science language comprehension. Paper presented at Uniserve Science Symposium, Sydney, Australia.
    Richardson, Alice ; Lidbury, Brett ; Zhang, Felicia. / One potato, two potato, three potato, four: the use of Hot Potatoes software in science language comprehension. Paper presented at Uniserve Science Symposium, Sydney, Australia.
    @conference{edd38f9cd1c94920813cc43520c2f95e,
    title = "One potato, two potato, three potato, four: the use of Hot Potatoes software in science language comprehension",
    abstract = "Our paper concentrates on innovation in teaching two ‘hard’ sciences, namely Genetics and Statistics. Reform in the teaching of Statistics moved through the higher education sector in Australia in the 1990s. Emphasis was placed on statistical thinking and active learning rather than recipes and derivations. New-style textbooks and laboratory manuals were published that employed teaching techniques from a variety of disciplines, but not from language teaching. Teaching in Genetics, generally, is in a transmissive style and as the language of Genetics is as foreign as a foreign language, texts written become inaccessible to many students. An earlier study (Zhang and Lidbury 2006) has examined a range of language techniques in the teaching of tertiary Genetics and Molecular Biology, and has recently focussed on language learning via the Hot Potatoes software. For this original study, Hot Potatoes was used as one of a suite of language-centred teaching approaches, so its full value has not, thus far, been individually assessed. Anecdotally, Hot Potatoes was a great tool to revise genetic language from previous lectures, and was appreciated by motivated students who wished to explore extra voluntary online exercises, or use the Hot Potatoes exercises as study tools. This study in Statistics will focus primarily on Hot Potatoes and assess it as a tool through which to teach statistical language.",
    author = "Alice Richardson and Brett Lidbury and Felicia Zhang",
    year = "2007",
    language = "English",
    note = "Uniserve Science Symposium ; Conference date: 28-09-2007 Through 29-09-2007",

    }

    Richardson, A, Lidbury, B & Zhang, F 2007, 'One potato, two potato, three potato, four: the use of Hot Potatoes software in science language comprehension' Paper presented at Uniserve Science Symposium, Sydney, Australia, 28/09/07 - 29/09/07, .

    One potato, two potato, three potato, four: the use of Hot Potatoes software in science language comprehension. / Richardson, Alice; Lidbury, Brett; Zhang, Felicia.

    2007. Paper presented at Uniserve Science Symposium, Sydney, Australia.

    Research output: Contribution to conference (non-published works)Paper

    TY - CONF

    T1 - One potato, two potato, three potato, four: the use of Hot Potatoes software in science language comprehension

    AU - Richardson, Alice

    AU - Lidbury, Brett

    AU - Zhang, Felicia

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    N2 - Our paper concentrates on innovation in teaching two ‘hard’ sciences, namely Genetics and Statistics. Reform in the teaching of Statistics moved through the higher education sector in Australia in the 1990s. Emphasis was placed on statistical thinking and active learning rather than recipes and derivations. New-style textbooks and laboratory manuals were published that employed teaching techniques from a variety of disciplines, but not from language teaching. Teaching in Genetics, generally, is in a transmissive style and as the language of Genetics is as foreign as a foreign language, texts written become inaccessible to many students. An earlier study (Zhang and Lidbury 2006) has examined a range of language techniques in the teaching of tertiary Genetics and Molecular Biology, and has recently focussed on language learning via the Hot Potatoes software. For this original study, Hot Potatoes was used as one of a suite of language-centred teaching approaches, so its full value has not, thus far, been individually assessed. Anecdotally, Hot Potatoes was a great tool to revise genetic language from previous lectures, and was appreciated by motivated students who wished to explore extra voluntary online exercises, or use the Hot Potatoes exercises as study tools. This study in Statistics will focus primarily on Hot Potatoes and assess it as a tool through which to teach statistical language.

    AB - Our paper concentrates on innovation in teaching two ‘hard’ sciences, namely Genetics and Statistics. Reform in the teaching of Statistics moved through the higher education sector in Australia in the 1990s. Emphasis was placed on statistical thinking and active learning rather than recipes and derivations. New-style textbooks and laboratory manuals were published that employed teaching techniques from a variety of disciplines, but not from language teaching. Teaching in Genetics, generally, is in a transmissive style and as the language of Genetics is as foreign as a foreign language, texts written become inaccessible to many students. An earlier study (Zhang and Lidbury 2006) has examined a range of language techniques in the teaching of tertiary Genetics and Molecular Biology, and has recently focussed on language learning via the Hot Potatoes software. For this original study, Hot Potatoes was used as one of a suite of language-centred teaching approaches, so its full value has not, thus far, been individually assessed. Anecdotally, Hot Potatoes was a great tool to revise genetic language from previous lectures, and was appreciated by motivated students who wished to explore extra voluntary online exercises, or use the Hot Potatoes exercises as study tools. This study in Statistics will focus primarily on Hot Potatoes and assess it as a tool through which to teach statistical language.

    M3 - Paper

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    Richardson A, Lidbury B, Zhang F. One potato, two potato, three potato, four: the use of Hot Potatoes software in science language comprehension. 2007. Paper presented at Uniserve Science Symposium, Sydney, Australia.