Hybrid Language as a Tool for Enhancing Involvement in Learning a Biochemistry Process: A Self-Study

Autor/inn/en	Ronen, Ilana Klima; Sachyani, Dana
Titel	Hybrid Language as a Tool for Enhancing Involvement in Learning a Biochemistry Process: A Self-Study
Quelle	In: International Journal of Science Education, 45 (2023) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2150527
Schlagwörter	Biochemistry; Science Teachers; Preservice Teachers; Teacher Education Programs; Language Usage; Computer Assisted Instruction; Cooperative Learning; Correlation; Teaching Methods; Student Motivation; Scientific Literacy; Visual Aids; Nonverbal Communication; Computer Mediated Communication; Student Attitudes; Figurative Language; Academic Ability; Inquiry; Active Learning; Metacognition; Science Instruction; Hebrew; Foreign Countries; Discourse Analysis; Israel + Suchen Sie Ihr Suchwort? Biochemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sprachgebrauch; Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Anschauungsmaterial; Non-verbal communication; Nonverbale Kommunikation; Computerkonferenz; Schülerverhalten; Aktives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Diskursanalyse
Abstract	Helping preservice teachers use hybrid language representations in science is important if they are to become scientifically literate and able to engage in the discourse for understanding scientifiyc issues. Using hybrid language representations based on the framework of computer-supported collaborative learning, the teacher educator applied the 5Es instructional model to conduct a scientific literacy inquiry. The goal was to promote 13 PSTs' understanding of the Krebs cycle in a biochemistry course, using the representational language of emojis which is common in the Z generation's social interactions, to engage their attention and facilitate their understanding of the complex biochemical process. Although the PSTs demonstrated that they understood the relationship between the specific reactions in the Krebs cycle, there was no evidence that they could generalise this mode of thought and representation to other biochemical inquiry topics. Nevertheless, the study provides insight into the ways the use of the 5Es instructional model enhanced PSTs' motivation, interactions, and involvement during collaborative learning and acknowledges the vital role of a self-study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01