Enhancing Conceptual Learning by Understanding Levels of Language-Rich Teaching.

Autor/in	Pinkerton, K. David
Titel	Enhancing Conceptual Learning by Understanding Levels of Language-Rich Teaching.
Quelle	(1997), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Processes; Comparative Analysis; High Schools; Instructional Effectiveness; Journal Writing; Language Role; Lesson Plans; Misconceptions; Physics; Science Instruction; Small Group Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; High school; Oberschule; Unterrichtserfolg; Zeitschriftenaufsatz; Lesson planning; Unterrichtsplanung; Missverständnis; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Any number of successful teaching strategies use a mixture of methods rich in language use to enhance conceptual learning. Not all language-rich teaching leads to equivalent conceptual gain. A year-long study was conducted in three high school physics classes to provide empirical support for the existence of effects of varying level of language-rich teaching. Three levels (low, medium, and high) of language-rich teaching were investigated. Each level was characterized by a unique language-rich teaching method: low level by hands-on, medium level by small groups, and high level by active mental processing (AMP) journaling (which structures students' dialogue with one another based on compelling demonstrations of everyday misconceptions, prescribes specific notetaking strategies, and requires that students pose an application question each day). First semester posttests revealed that the mean score on assessment instruments for the class using small group methods was higher than the class using hands-on techniques but lower than the class using the AMP journal. All classes were taught in the AMP journal during the second semester. Small group and hands-on classes improved more than the AMP journal class suggesting that high level language-rich teaching intervention is beneficial at any time. (Contains 97 references, and 6 tables and 4 figures of data. An appendix presents sample lesson plans.) (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01