Modelling as a Tool to Improve Second Language Learners’ Descriptions of Non-Spontaneous Chemistry Concepts

Abstract

This study investigated how modelling in chemistry affect second language learners’ descriptions of polymeric concepts. The aim was to investigate how chemistry discussions mediated by representations, contribute to second language students’ development in the language of chemistry. The study took place in three multilingual upper secondary classes. Participating students were (n=16) second language learners and (n=14) first language learners. There were in total eight different first languages represented. Data comprised of polymeric concept descriptions, audio recordings, and photos taken during modelling. The concept descriptions were analysed by an inductive content analysis which was then used for a deductive analysis of the modelling-activity. The results show that 65% of second language learners’ concept descriptions showed an increased clarity, and 45% showed increased use of chemical concepts after the modelling-activity. This study highlights how students in a multilingual context develop their language of chemistry by discussing chemistry scaffolded by representations. The results show that second language learners in a multilingual context benefited from the modelling-activity. As such, the study acknowledges that modelling contexts can be used in teacher education, both in-service and pre-service, to highlight the importance of the role of representations when teaching in the multilingual context.

A social semiotic lens to capture meaning-making of polymeric concepts during modelling in chemistry education

“…In Sweden, it is common for chemistry education at the upper secondary level to be conducted in multilingual classroom settings. This study is part of a context in which modelling-based teaching in a multilingual context is investigated to improve second language learners' descriptions of chemistry concepts; for more information, see Widing et al (2022). Data were collected from eight multilingual groups.…”

“…Modelling-based teaching aims to contribute to students' active involvement in their learning process and enables students to discuss chemistry when creating, questioning, and evaluating representations. Other studies have shown that when students fail to express their chemical understandings verbally, representation can support argumentation (Gilbert and Justi, 2016;Widing et al, 2022).…”

“…However, research indicates that discussion among students is an abundant modal resource for meaning-making science content (Chin and Osborne, 2010;Allchin, 2011). Tversky (2019) also states that combining words and images, in addition to visual representations Widing et al (2022), is the most effective way to communicate.…”

Language Views for Scientific Sensemaking Matter: A Synthesis of Research on Multilingual Students’ Experiences with Science Practices Through a Translanguaging Lens

“…With a sense of how science education researchers conceptualize language, we now turn to patterns between researchers’ language conceptualizations and the science practice(s) under study. As shown in Table 2, most of the studies examined multilingual students’ experiences with argumentation (e.g., Alvarez et al, 2023; González-Howard et al, 2017), modeling (e.g., Widing et al, 2022; Pearce et al, 2020; Ryoo et al, 2018), and/or explanation (e.g., Kang et al, 2017; Rutt & Chang-Bacon, 2023; Ryoo & Bedell, 2019), in that order of frequency.…”