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Language Support for First Year Human Physiology and Biology

Language Support for First Year Human Physiology and Biology

Karen Elizabeth Mate, John Cameron Rodger, Brett Andrew Lidbury
Copyright: © 2012 |Pages: 31
ISBN13: 9781613500620|ISBN10: 1613500629|EISBN13: 9781613500637
DOI: 10.4018/978-1-61350-062-0.ch006
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MLA

Mate, Karen Elizabeth, et al. "Language Support for First Year Human Physiology and Biology." Sustainable Language Support Practices in Science Education: Technologies and Solutions, edited by Felicia Zhang, et al., IGI Global, 2012, pp. 129-159. https://doi.org/10.4018/978-1-61350-062-0.ch006

APA

Mate, K. E., Rodger, J. C., & Lidbury, B. A. (2012). Language Support for First Year Human Physiology and Biology. In F. Zhang, B. Lidbury, A. Richardson, B. Yates, M. Gardiner, A. Bridgeman, J. Schulte, J. Rodger, & K. Mate (Eds.), Sustainable Language Support Practices in Science Education: Technologies and Solutions (pp. 129-159). IGI Global. https://doi.org/10.4018/978-1-61350-062-0.ch006

Chicago

Mate, Karen Elizabeth, John Cameron Rodger, and Brett Andrew Lidbury. "Language Support for First Year Human Physiology and Biology." In Sustainable Language Support Practices in Science Education: Technologies and Solutions, edited by Felicia Zhang, et al., 129-159. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-062-0.ch006

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Abstract

This chapter examines student performance in Human Physiology and Biology in response to a number of interactive language-focused and career-oriented interventions that were integrated into both lecture and tutorial formats. The study took place at the University of Newcastle, Australia and involved around 1000 students on two campuses. Although it was not possible to demonstrate a clear overall improvement in student performance as a result of these interventions, the activities were viewed positively by the majority of students. Arguably, the major impact of the language and other interventions was in the level of student motivation and engagement with the course topic. Contemporary university students are highly focused on the relevance of a course to their chosen career path, suggesting that language-based teaching and learning strategies would be most effective if placed within a vocation-specific context.

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