CoChat
Sign Up
Cited by 30Science Education and PedagogyChemistry Education and ResearchSecond Language Learning and Teaching

How to Deal with Linguistic Issues in Chemistry Classes

Markic, Silvija, Broggy, Joanne, Childs, Peter·2013·Teaching Chemistry – A Studybook
DOI 10.1007/978-94-6209-140-5_5
Open this paper in CoChat — free account

Abstract

Language is one of the central mediators of any learning process. But, understanding the specific language of a domain is also the entrance of a learner to be enculturated to the specific field of interest. This makes the learning of language an objective of its own. The chapter will discuss the role of linguistic issues for learning in general, and of chemistry education in particular from both of the above mentioned perspectives; the teacher and the learner. The chapter will deal with how to become able to communicate in and about chemistry by learning the special language of chemistry with its technical terms, formulae, or modes of argumentation. But teaching chemistry is also often confronted with problems in students ' general abilities in talk, read and write. Finally, the chapter will therefore shed light on the issue how to deal with growing linguistic heterogeneity in chemistry classes in many countries. In the practical part of the chapter examples will be presented on how to deal with linguistic issues in the chemistry classroom. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Integrity signals

Registry

Crossref · 10.1007/978-94-6209-140-5_5

Cites

47 of 47 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Cites

Flagged first, then by citations

3 of the 50 references couldn’t be matched to a known paper.

Cited by

Sorted by citations

Related

Authors
Markic, S., Broggy, J., & Childs, P.
ORCID
Markic, Silvija
Venue
Teaching Chemistry – A Studybook
Publisher
SensePublishers
Published
2013
Pages
127-152
DOI
10.1007/978-94-6209-140-5_5
OpenAlex
W2243167366
Cited by
30
References
50
Citations by year
2026: 2 · 2024: 4 · 2023: 3 · 2021: 2 · 2020: 3 · 2019: 3 · 2018: 6 · 2016: 4 · 2015: 1 · 2014: 2
FWCI
11.15
Type
book chapter
Language
en
Open access
closed
Locations
SensePublishers eBooks (publishedVersion)
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Education › Chemistry Education and Research
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
Keywords
chemistry education, language difficulties, domain-specific languages, terminology, chemical formulae, argumentation, linguistic heterogeneity, classroom communication

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review