Hur lärare kan stödja andraspråkselever på gymnasiet att tala kemi

Abstract

In this study we investigate how two didactic models can be used by chemistry teachers to improve teaching to support students with a second language to “talk chemistry”. The study contributes to show how these models can be used by chemistry teachers to organize, perform and assess chemistry lessons in a way that better supports second language students to become more active in talking and so learn chemistry. The material consists of video and audio recordings from chemistry lessons in an introductory class in upper secondary school in Sweden. The study was carried out in two cycles of planning, teaching and analysis in two successive classes. The first cycle entailed analyzing how a “normal” chemistry lesson gave students opportunities to talk and learn chemistry. In cycle 2 changes were made by using the models for the purpose of increasing the students’ opportunities to “talk chemistry”. Our findings show how teachers can support also second language students’ learning to “talk chemistry” by using the didactic models developed for mono-lingual classrooms when planning and performing chemistry lessons.

Naturfag i det flerkulturelle klasse­rommet som tema i lærerutdanningen

“…Det gjelder for eksempel muligheter til å diskutere bruk av laeringsressurser fra klasseromspraksiser, det å se undervisning modellert og det å analysere elevers laering. Ehdwall & Wickman (2018) argumenterer for at praksisnaer forskning, der man studerer og høster erfaringer med hvordan laerere kan støtte laering i naturfag hos elever med et annet førstespråk enn skolespråket, er et verdifullt bidrag til å styrke kunnskapsgrunnlaget for laererutdanningen. Grudnoff et al (2017) er opptatt av undervisningspraksiser som kan fremme likeverd.…”

The drama of chemistry – supporting student explorations of electronegativity and chemical bonding through creative drama in upper secondary school

“…The submicro level describes arrangements of particle units such as atoms, molecules and ions and electrons, and the symbolic level is the language of chemical formulas and symbols which describe the substances and particles (Johnstone, 1982). Several studies have revealed that students struggle to switch between the different levels of representation (De Jong et al, 2013;Gilbert & Treagust, 2009;Harrison & Treagust, 2002;Seifeddine Ehdwall & Wickman, 2018). Students often use one form of representation, usually macro, for describing what they can measure, hear or see, and do not move between modes of representation when they are asked to describe and explain a chemical phenomenon (Kozma & Russel, 1997).…”