The effectiveness of content and language integrated learning-based teaching material in the topic of the nature of matter on scientific literacy

Heliawati, Leny; Rubini, Bibin; Firmayanto, Rudi

doi:10.17478/jegys.736654

Cited by 4 publications

(11 citation statements)

References 25 publications

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“…As outlined in the presentation of results from this research above, these resources included an array of media that were used to incorporate environmental learning. Accordingly, these findings just like various literature reports amplify the central role played by the selection and designing of appropriate and relevant learning and teaching resources in enabling EE (Heliawati et al 2020;Kassabolat et al 2020;Kuzich et al 2015).…”

Section: Discussionmentioning

confidence: 58%

Factors bolstering the implementation of environment and sustainability education: A South African case study

Hebe

2021

Journal for the Education of Gifted Young Scientists

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Scholars, globally, acknowledge environment and sustainability education (ESE) as a key vehicle towards addressing the myriad of environmental challenges. This paper is premised on empirical evidence which succinctly points to the dearth of literature that focuses on the implementation of ESE in the realm of early childhood education (ECE). The approach adopted for this inquiry is a multiple-embedded case study, underpinned by an interpretivist qualitative research paradigm which focussed on four institutions enlisted for investigation. One-on-one interviews, participant observations and document analysis were used for data generation while thematic and domain analyses were used for data interpretation. The findings of this inquiry suggest that there are numerous factors that support the teaching of ESE. The researcher asserts that the findings highlighted in this paper corroborate those of numerous studies conducted elsewhere in the world. However, based on the findings, the researcher also notes and can thus conclusively aver that there is a dearth of research that focuses on enablers of ESE. Furthermore, the researcher recommends that more research be conduct which focuses on the investigation of the factors that support the environment-inclined pedagogy.

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Section: Discussionmentioning

confidence: 58%

Factors bolstering the implementation of environment and sustainability education: A South African case study

Hebe

2021

Journal for the Education of Gifted Young Scientists

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“…After all, science is related to our everyday life (Parmin et al, 2016). It is no wonder Heliawati, Rubini andFirmayanto (2020, p. 1061) stated that "So, content and language are an inseparable unity." Thus, when science and literacy are integrated into science lessons, learners will be motivated to explore a scientific phenomenon (Lasagabaster, 2019).…”

Section: Introductionmentioning

confidence: 99%

Integrating language literacy in physical sciences in Riba Cross District, South Africa

Kibirige

Mogofe

2021

CJES

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The language of teaching and learning challenges Physical Sciences teachers and impacts learners’ achievements. The study aimed to investigate how language literacy is integrated into the teaching of Physical Sciences. A descriptive survey design was adopted. The participants were five Grade 10 Physical Sciences teachers and 211 learners (108 boys; 103 girls) from nine schools exhibiting low academic achievements. Data were gleaned through the Literacy Skills Usage Survey Questionnaire (LSUSQ). The results show that 77.78% of the teachers did not engage learners in report writing and arguments which are fundamental to language literacy, suggesting that integrating literacy in science teaching was inadequate. Learners had difficulties in contributing to word walls, writing reports, and arguing from evidence. The lack of integration suggests that teachers lacked training in integrating language literacy into science teaching. These findings underscore the need for workshops to enable teachers to incorporate language literacy in teaching Physical Sciences. Keywords: arguing from evidence, integrate, language literacy, reading and report writing

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“…While teaching and learning science and mathematics in a non-native language can threaten the cultural identity and undermine the local language (Ennaji, 2005;Lodge, 2016;Robertson & Graven, 2019;Sah, 2020;Sah & Li, 2018), it can, on the other hand, contribute to the advancement of an individual's socioeconomic mobility domestically and internationally (Albury, 2019;Piller & Cho, 2013;De Swaan, 2001) without having a negative impact on the cultural identity and the value of the native language in the society (Cummins, 2000;Navés, 2009;Ngugi, 1994;Sumaryono & Ortiz, 2004). Furthermore, while some researchers perceive teaching and learning science and mathematics in a non-native language as an opportunity for students to achieve the aspects of science and mathematics literacy (Kuteeva & Airey, 2013;Sandström et al, 2013), other researchers argue that the lack of proficiency in the non-native language, as the language of science and mathematics instruction, can hamper the learning of these subjects (Heliawati et al, 2020;Hu & Gao, 2020;Kibirige & Mogofe, 2021).…”

Section: Review Of Theoretical Literaturementioning

confidence: 99%

“…Furthermore, while some researchers perceive teaching and learning science and mathematics in a non-native language as an opportunity for students to achieve the aspects of science and mathematics literacy (Kuteeva & Airey, 2013;Sandström et al, 2013), other researchers argue that the lack of proficiency in the non-native language, as the language of science and mathematics instruction, can hamper the learning of these subjects (Heliawati et al, 2020;Hu & Gao, 2020;Kibirige & Mogofe, 2021).…”

Section: Language In the Societymentioning

confidence: 99%

“…Some researchers perceive non-native languages as the languages of science and mathematics and believe that using them as the medium of science and mathematics instruction creates an opportunity for students to achieve the aspects of scientific and mathematical literacy (Kuteeva & Airey, 2013;Sandström et al, 2013). However, other researchers believe that the lack of proficiency in the nonnative language, as the language of science and mathematics instruction, hampers the learning of these subjects (Heliawati et al, 2020;Hu & Gao, 2020;Kibirige & Mogofe, 2021). More researchers support this claim and highlight the need for teachers' competency in scientific and mathematical literacy in the teaching and learning of science and mathematics (Webb et al, 2015).…”

Section: Literacymentioning

confidence: 99%

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School Leaders’ Perceptions of Teaching and Learning Science and Mathematics in a Non-native Language in Lebanon. (c2022)

Zaatari¹

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This study explored the school leaders’ perceptions of teaching and learning science and mathematics in a non-native language in Lebanon. The theoretical framework was based upon four main components derived from the literature: (1) The impact of teaching and learning science and mathematics in a non-native language on the academic and linguistic performance of learners, (2) the global and sociopolitical perspectives of using a non-native language as the medium of science and mathematics instruction, (3) the influence of the latter on the cultural identity and the native language, and (4) its influence on the acquisition of science and mathematics literacy. The study used grounded theory as its methodology. Data sources included a questionnaire and individual interviews with twenty-eight school leaders in public, private, and private-free schools in Beirut, Lebanon. Coding followed by categorizing the data led to five emergent themes. The school leaders mostly preferred the use of English or French as the medium of science and mathematics instruction in Lebanon. They highlighted the controversial aspect of the influence of teaching and learning science and mathematics in a non-native language on the cultural identity and the native language. They also emphasized their role in multilingual contexts and the need for language proficiency in the acquisition of scientific and mathematical literacies. They finally explained how the use of Arabic can facilitate or hamper the teaching and learning of science and mathematics in a non-native language.

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The effectiveness of content and language integrated learning-based teaching material in the topic of the nature of matter on scientific literacy

Cited by 4 publications

References 25 publications

Factors bolstering the implementation of environment and sustainability education: A South African case study

Factors bolstering the implementation of environment and sustainability education: A South African case study

Integrating language literacy in physical sciences in Riba Cross District, South Africa

School Leaders’ Perceptions of Teaching and Learning Science and Mathematics in a Non-native Language in Lebanon. (c2022)

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