Browsing by Author "Borgstedt, Ida"

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Att bemästra naturvetenskapens språk. Språkliga utmaningar och undervisningsstrategier i biologi.
(2023-11-07) Borgstedt, Ida; Möller, Sara; University of Gothenburg / Department of Biological and Environmental Sciences; Göteborgs universitet / Instiutionen för biologi och miljövetenskap
Scientific language is fundamental for learning biology and therefore an important part of becoming an educated member of society. In secondary school biology, communication is part of the course objectives, yet there is a lack of linguistic focus in education. This literature study aims to identify which linguistic challenges affect the ability of secondary school students to learn biology and which linguistic teaching strategies teachers can employ to deal with these challenges. The method used to answer the research questions is a systematic literature review, mainly in the ERIC and Scopus databases. The challenges identified are due to the nature of the scientific language, students' language skills, textbooks and teacher instruction. The results also show that there are several appropriate teaching strategies to address the challenges posed by the language of science. The teaching strategies identified are mainly focused on reading, writing and oral interaction. In conclusion, it can be stated that there is a great need for language-oriented education and that it has a significant role in students' learning of biology. However, it is essential that language-based teaching is seen as an essential component and not a burden for the teacher. Teaching should be seen as an asset for students' learning in biology.
”Eleven använder med säkerhet ett naturvetenskapligt språk”. En intervjustudie om naturvetenskapligt språk i biologiundervisningen
Borgstedt, Ida; Department of Biological and Environmental Sciences; Institutionen för biologi och miljövetenskap
Managing the scientific language that is found within biology education presents a challenge for both students and teachers. Scientific language is a fundamental aspect of science and essential for the development of scientific knowledge. Research has unanimously emphasized the importance of teaching this language, yet a gap remains between the demands placed on education and the instruction provided through teacher education. The aim of this study is to explore how teachers of biology and science perceive and teach scientific language. Interviews with six practicing upper secondary school teachers were conducted to answer the questions of this study. The results show that teachers consider scientific language to be central to scientific education and that they persistently incorporate language instruction into their teaching. The teachers use activities that aim to strengthen students’ reading, writing, and oral communication. The instructional strategies described align with educational instruction previously proven effective by research and literature. In summary, the study demonstrates that the teachers possess knowledge in managing scientific language and supporting students' development in language, but the instruction is challenging and there is a need for more explicit teaching. There is still a need for research and teacher student instruction to increase the possibility to teach scientific language.