利用信息通信技术解决生命科学课堂上的语言挑战

Melody Nomthandazo Tshabalala, Lydia Mavuru
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引用次数: 1

摘要

在教学过程中,语言不是一切,但是没有语言的教育就变得毫无价值。在南非,一个正常的课堂是由不同文化背景的学习者组成的,因此他们的母语也不同。先前的研究表明,对于公立学校的生命科学教师来说,教学已经成为一项复杂的任务,他们负责使用英语(学习者的第二或第三语言)对语言多样化的学习者进行有意义的教学。随着第四次工业革命(4IR)的到来和科技在科学教育中的应用,当前的研究试图确定教师如何利用ICT工具来应对生命科学课堂上的语言挑战。信息和通信技术的使用提供了与生命科学的教学相关的多种表现形式-一门涉及多种语言(例如希腊语,拉丁语和英语)的学科。在解释性混合方法研究设计中,有目的地从约翰内斯堡的公立学校选择42名生命科学教师参加研究。数据首先通过对42名教师进行问卷调查收集,以确定他们对技术在减轻语言挑战方面的作用以及他们的ICT能力的看法。其次,根据调查问卷数据的分析,选择了三位具有更高数字素养的教师进行课程观察。总共进行了九节课的观察,以调查教师如何使用ICT工具来减轻语言挑战。被观察的教师接受了一次访谈,为他们提供机会解释和详细说明在他们的课程中观察到的一些情节。数据分析包括定量数据的描述性统计计算和定性数据的专题分析。研究结果表明,97.62%的教师认为技术可以帮助解决生命科学课堂上的语言问题,95.24%的教师表示他们有信心在生命科学教学中使用技术。教师在教学时使用PowerPoint演示文稿、YouTube视频和教程等。然而,在访谈中,两位教师未能解释这些工具如何帮助减轻学习者在教学过程中遇到的语言挑战。另一个重要方面是,缺乏适当的技术设备阻碍了教师使用信息通信技术工具的努力。这些发现对学校的资源分配具有启示意义,以确保在教学语言存在问题的弱势社区中实现高质量的教学,并发展教师的技术教学内容知识。”
本文章由计算机程序翻译,如有差异,请以英文原文为准。
UTILISING ICT TO ADDRESS LANGUAGE CHALLENGES IN LIFE SCIENCES CLASSROOMS
"Language is not everything in the teaching and learning process, but without language education becomes worthless. A normal classroom in South Africa consists of learners of different cultures thus having different home languages. Previous studies showed that teaching has become a complex task for Life Sciences teachers who are responsible for meaningfully teaching linguistically diverse learners in public schools using English, a second or third language for learners. With the advent of the Fourth industrial revolution (4IR) and the technology use in science education, the current study sought to determine how teachers utilise ICT tools to address language challenges in Life Sciences classrooms. The use of ICT provides multiple representations which are pertinent in the teaching and learning of Life Sciences - a subject with many languages (e.g. Greek, Latin and English). In an explanatory mixed method research design, 42 Life Sciences teachers were purposefully selected from public schools in Johannesburg to take part in the study. Data was collected first through administration of questionnaires to the 42 teachers to establish their beliefs about the role of technology in mitigating language challenges and also their ICT competencies. Secondly, three teachers who had shown to be more digitally literate based on the analysis of questionnaire data, were selected for lesson observations. Nine lesson observations were made in total to investigate how teachers use ICT tools to mitigate language challenges. The observed teachers were interviewed once to provide them with an opportunity to explain and elaborate on some of the episodes observed in their lessons. Data analysis involved computation of descriptive statistics from quantitative data and thematic analysis of qualitative data. Findings of the study indicated that 97.62% of the teachers believed that technology can be useful in solving language problems in the Life Sciences classrooms and 95.24% indicated that they were confident in using technology when teaching Life Sciences. Teachers used PowerPoint presentations, YouTube videos and tutorials amongst others when teaching. However, in the interviews two of the teachers failed to explain how these tools helped in mitigating the language challenges learners encounter during the teaching and learning process. Another important aspect that came out is that the lack of access to appropriate technological devices thwarted teachers’ efforts to use ICT tools. These findings have implications on resource distribution in schools to ensure quality teaching and learning occurs within the disadvantaged communities where the language of teaching and learning is problematic and also development of teachers’ technological pedagogical content knowledge."
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