Conference proceeding
EXAMINING THE TRANSFER OF LANGUAGE FROM SCIENCE TO MATH WRITING: AS AN EPISTEMIC TOOL
International Conference on Education in Mathematics, Science and Technology
09/01/2016
Abstract
Thepurpose of this study to examine how students transfer their language practicesfrom science classrooms to math classroom in terms of writing activities. Forthis aim, 64 5th grade students, who were familiar with the SWHapproach that supports multimodal writing from their science classrooms,participated in the study. The students were provided questions to complete awriting activity in their math classrooms in each semester. Multimodal writingsamples from two consecutive semesters, and scores of Cornell Critical Thinking(CCT) Test, conducted at the beginning and the end of year, were collected. Thefindings suggest that students were able to use the writing andrepresentational work from science classrooms to math classrooms, and acrosstime from the first semester to second semester, they improved their mathwritings in terms of multimodality, and also, writing scores are alsosignificantly predictor of final CCT scores. In conclusion, when students havea rich learning environment, in this context it was the SWH approach, theylearn not only content knowledge but also how language can serve as anepistemic tool. It is this use of language that, we believe, is beingtransferred into new context and is improved by the time.
Details
- Title: Subtitle
- EXAMINING THE TRANSFER OF LANGUAGE FROM SCIENCE TO MATH WRITING: AS AN EPISTEMIC TOOL
- Creators
- Ali Ci̇kmazYejun BaeBrian HandKyong Mi Choi̇
- Resource Type
- Conference proceeding
- Conference
- International Conference on Education in Mathematics, Science and Technology
- Publisher
- ISRES Publishing
- ISSN
- 2587-1730
- eISSN
- 2587-1730
- Language
- English
- Date published
- 09/01/2016
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984374353602771
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