Supporting student cognition of scientific knowledge through multilingual e-learning pedagogy

Abstract

The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published.

The effectiveness of selective visible thinking tools in developing online critical thinking in first-year Chemistry preservice teachers

“…Students, according to this theory and in consonance with Freire's CP do not enter the classroom as blank slates . In this regard, the funds of knowledge theory posits that effective pedagogy should be linked to local histories and community contexts with regards to language and culture (Charamba 2021b;Gonzalez, Moll & Amanti 2005). The theory recognises students' households as 'repositories of knowledge', which can be transferred to school contexts and embedded in the students' funds of knowledge is their diverse linguistic repertoire which should also be incorporated into the classroom situation through multilingual pedagogy (Gonzalez et al 2005).…”

The affordances of iPads for pupils, teachers and teacher educators in the documentation of visible learning and teaching

“…The educator can deliver the educational content through the Internet, intranet or extranet, as audio or visual tapes, as narrated slides, satellite television and CD-ROM (Wani 2013). The student accesses the content at their own convenient time and place (Charamba 2021b). Through e-learning, the transfer of skills and knowledge is enabled through technology.…”

“…During his time working with illiterate Brazilian peasants, one of the world's first philosophers whose work is considered one of the foundational texts of CP by proposing a pedagogy with a new relationship between the educator, students and their experiences and society, Paulo Freire held the experiential conviction that the traditional pedagogy dehumanised students by treating them as empty vessels (Charamba 2021b;. In his pedagogical model of CP, he suggests that true transformation and decolonisation in the classroom can only be realised when both the educator and the student acknowledge each other's different experiences and expertise they bring into the classroom and view them as instructional resources.…”

“…Students, according to this theory and in consonance with Freire's CP do not enter the classroom as blank slates . In this regard, the funds of knowledge theory posits that effective pedagogy should be linked to local histories and community contexts with regards to language and culture (Charamba 2021b;Gonzalez, Moll & Amanti 2005). The theory recognises students' households as 'repositories of knowledge', which can be transferred to school contexts and embedded in the students' funds of knowledge is their diverse linguistic repertoire which should also be incorporated into the classroom situation through multilingual pedagogy (Gonzalez et al 2005).…”

“…In the present study, responses from undergraduate students confirmed how language presents them with difficulties in understanding scientific concepts and answering questions because of the complexity of the language of instruction used. These students are faced with the double challenge of acquiring scientific knowledge and skills through a language they have low proficiency (Charamba 2021b; Multilingual pedagogy as a scaffold for teaching and learning of science through e-learning 90% of students in the study are taught in a language different from their home language. The critiquing of monolingual pedagogies and the emergence of perpetual academic underachievement of minority science students has resulted in researchers paying attention to multilingual education (Li 2018), that is, the acknowledgement and inclusion of multilingual students' entire linguistic repertoire in the classroom.…”