Academic Language as barriers of Language in Science Education
| Project/Area Number |
24730733
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Kagoshima University (2013-2014)
Shizuoka University (2012) |
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Principal Investigator |
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| Project Period (FY) |
2012-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000)
Fiscal Year 2014: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2013: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2012: ¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
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| Keywords | 理科教育 / 学習言語 / 書くこと / 読むこと / 語彙 / 文法 / アメリカ / 科学教育スタンダード / 科学的探究プロセス / 比喩的言語 / メタ理解 |
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| Outline of Final Research Achievements |
The study explored both lexical and grammatical dimension of academic language in science education, by focusing on scientific inquiry process and metaphor.
First, Emphasizing on language activity in science education is based on the perception that academic language effects on achievements of science learning. Second, as one of the international trends, reading and writing are regarded important as fields of academic language, and some strategies are developed for enhancing students’ science learning in American national science standards and textbooks. Third, some linguistic features in elementary and pre-secondary students’ expository writing are revealed.
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Report
(4 results)
Research Products
(14 results)
