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- Cilingir, Feyza, et al.
(författare)
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Meaning-making strategies through text reading in bilingual context during a science study guidance session
- 2021
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Konferensbidrag (refereegranskat)abstract
- Increasing diversity in European schools pushes focus on education for bilingual pupils (Eurydice, 2019). A study guidance session is a resource to support bilingual pupils in different school subject. The aim of this study is to investigate how meaning making strategies are applied during a science study guidance session through text reading. The theoretical perspective of the research is based on both sociocultural theory regarding meaning-making and on translanguaging theory. Data was collected through the observation of a science study guidance session, where a 9th grade bilingual pupil and a study guidance teacher read a text. A narrative analysis is used in order to describe how meaning making strategies were employed. Preliminary results show a number of meaning making strategies used to support the pupil´s meaning making of scientific context in both minority and majority languages. However, there are also some challenges observed with regards to the use of scientific terms in the pupil´s minority language.
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| 2. |
- Lederman, Judith S., et al.
(författare)
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Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
- 2023
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Ingår i: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289.
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Tidskriftsartikel (refereegranskat)abstract
- Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to use the VASI-E to collect data on what primary level students have learned about SI in their first few years of school. This study adds to previous research to bridge the landscape of SI understandings now with representation from primary, middle and high school samples. A total of 4,238 students from 35 countries/regions spanning six continents participated in the study. The results show that globally, primary students are not adequately informed about SI for their age group. However, when compared with the students in the previous international studies (grades seven and 12), the primary students' understandings were surprisingly closer to the levels of understanding of SI of the secondary school students than those in the seventh grade study.
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| 3. |
- Ünsal, Zeynep, 1983-
(författare)
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Bilingual students' learning in science : Language, gestures and phyiscal artefacts
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The objective of this thesis is to examine how language, gestures and physical artefacts are used in science classes with emergent bilingual students who do not share the same minority language as their classmates or teachers. The purpose is to contribute to findings that can enhance emergent bilingual students’ learning in science. The data consist of classroom observations in one 3rd grade (9–10 years old) and one 7th grade (13–14 years old) science class. In addition, the students in the 7th grade were interviewed. Whole-class instruction was carried out monolingually in Swedish. The students typically made meaning of the activities without any language limitations during conversations following an initiation, response and evaluation pattern (IRE). However, during longer conversations the students’ language repertoire in Swedish frequently limited their possibilities to express themselves. During group-work activities, students with the same minority language worked together and used both of their languages. One strategy used among the students to overcome language limitations was translating unfamiliar words into their minority language. In general, this supported the students’ learning in science. Occasionally, the students made incorrect translations of scientific concepts. The interviews with the students demonstrated how monolingual exams may limit emergent bilingual students’ achievements in science. When students’ language proficiency limited their possibility to express themselves, the students showed what they meant by using gestures. This resulted in the continuation of the lessons as both other students and teachers drew on the used gestures to talk about the science content. The physical artefacts implied that the students experienced the science content by actually seeing it, which the teacher then drew on to introduce how the phenomena or process in question could be expressed in scientific language. When students’ proficiency in the language of instruction limited their possibilities to make meaning, using physical artefacts enabled them to experience unfamiliar words being related to the science content and learn what they mean.
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| 7. |
- Ünsal, Zeynep, 1983-, et al.
(författare)
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Undervisning i naturvetenskap med tvåspråkiga elever: Inkludering av elevers modersmål i mångspråkiga klasser
- 2022
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Konferensbidrag (refereegranskat)abstract
- I denna studie undersöks tvåspråkiga elevers meningsskapande i naturvetenskap. En återkommande slutsats från tidigare studier är att tvåspråkiga elevers modersmål bör inkluderas i naturvetenskapsundervisningen. De flesta av dessa är dock från länder där lärare och elever talar samma modersmål. I Sverige är klasserna istället ofta mångspråkiga med flera olika modersmål i en och samma klass. Det är därför relevant att studera hur elevers modersmål kan inkluderas i naturvetenskapsundervisningen i en mångspråkig kontext. Data samlades in genom klassrumsobservationer i en årskurs 3 där eleverna arbetade med elektricitet. Två olika förändringar genomfördes i undervisningen: a) eleverna tilläts prata sina modersmål under lektioner i naturvetenskap och b) elever med samma modersmål fick arbeta tillsammans vid gruppaktiviteter. Data analyserades utifrån ett pragmatiskt perspektiv på meningsskapande och teorin om transpråkande. Resultatet visar dels att när eleverna fick möjligheten använde de alltid båda sina språk för att skapa mening i naturvetenskap, och dels en markant minskning av språkliga begräsningar vid gruppaktiviteterna. Under helklassundervisningen på svenska kunde eleverna delta i kortare meningsutbyten, men hade svårare att delta i mer avancerade samtal såsom diskussioner och generaliseringar jämför med när de hade möjlighet att använda hela sin språkliga repertoar. Detta är problematiskt eftersom dessa typer av samtal är nödvändiga för att elever ska utveckla en djupare förståelse av naturvetenskap. Studien visar således på möjliga sätt att öka elever lärande i naturvetenskap i en mångspråkig kontext genom strategier för att inkludera elevers modersmål i undervisningen.
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