Content uploaded by Jerry Wellington
Author content
All content in this area was uploaded by Jerry Wellington on Mar 30, 2015
Content may be subject to copyright.
A preview of the PDF is not available
Language and Literacy in Science Education
... Science education, aiming to promote scientific literacy and foster students' interest in natural processes (Osborne 2023), should emphasize the critical role of quantitative measurements (Thompson 2022) in formulating scientific inferences (Uzpen, Houseal, Slater and Nuhfer 2019). For instance, in general chemistry, students must learn to accurately measure the concentration of reactants and products to calculate reaction yields or determine equilibrium constants. ...
... In science education, the concept of measurement is typically introduced early in natural and physical science courses, helping students grasp the importance of standardized systems (Duschl and Grandy 2012;Osborne 2023). Students learn to convert between systems like imperial and metric, and within the same system, such as from centimeters to kilometers. ...
Integrating cultural knowledge into science literacy and education is at the forefront of understanding human ingenuity that shaped the totality of cognitive interactions in communities and civilizations, leading to the establishment of core principles that guide every society – past, present, and future. The dilution of cultural and historical perspectives in teaching the sciences has severely impacted the mindset of learners. In contrast, knowledge from early societies has become trivial rather than contributory to existing frameworks of science education. In this article, cultural integration into science literacy and education is highlighted by revisiting the archaic Philippine measurement systems. Driven by the metrification of the Philippines, indigenous knowledge of measurement, firmly embedded in the geographical, historical, and cultural aspects of early societies, has been eroded and was lost to time, while some traditional units and jargon of measurement have survived and were incorporated into the local vernacular but without the original context and the intended numeracy. An exploration of how the basic archaic units for mass, length, volume, time, and other related quantities can be incorporated into class discussions is presented herein. Classroom observations reveal that efforts to reconcile the old with the present-day systems of measurement gave learners a new paradigm of integrating cultural knowledge into science education, providing avenues for the more concrete appreciation of the concepts while addressing the divide between the humanities and the sciences toward integrated thinking and synchronizing with the world.
... Language matters in science education. The "language of science" is often said to encompass a variety of features, including genres such as explanations and arguments, heavy use of nominalizations, and extensive use of multimodal text features and polysemous words (Wellington & Osborne, 2001). Perhaps the most stereotypical feature attributed to science language is extensive use of technical, subject-specific vocabulary terms (Merzyn, 1987;Yager, 1983). ...
... Professional scientists and engineers spend a great deal of time reading, writing, and talking (Tenopir & King, 2004), and the patterns of language used in scientific journals have evolved over time in ways that seem to mirror evolving disciplinary practices (Banks, 2008). Many science education scholars have described a "language of science" that includes genres such as explanation and argument, heavy use of nominalizations, and extensive use of multimodality and polysemous words (Halliday & Martin, 1993;Wellington & Osborne, 2001). Perhaps the most famous and most stereotypical feature attributed to the "language of science" is extensive use of technical, subject-specific vocabulary terms (Merzyn, 1987;Yager, 1983). ...
Ideologies of language and race are deeply connected in the United States. Language practices associated with racially marginalized communities, such as African American Language (AAL) or Spanglish, are often heavily stigmatized. Such stigma is not grounded in empirical research on language, but rather in “raciolinguistic ideologies” that reproduce white supremacy and oppression in teacher education and in US classrooms—including science classrooms. Science education need not be this way, however. Translanguaging pedagogies can create space for students to use any and all types of languaging practices to engage in scientific sensemaking. Implementing translanguaging pedagogies to support scientific sensemaking will require science teachers to develop inclusive ideologies of language—not only the knowledge that multiple varieties of language are valid tools for sensemaking, but also the inclination and ability to formatively assess student thinking even when that thinking is not couched in canonical “science language.” In the present manuscript, we explore the relationships among teachers' language ideologies, their racial ideologies, their knowledge of language as an epistemic tool for teaching science, their self‐reported assessment practices, and their actual responses to several different samples of student science writing—including a writing sample that includes an oft‐stigmatized feature of African American Language. We show that teachers with more language‐inclusive ideologies—that is, those who take a translanguaging stance, and thus value the use of AAL in classrooms—appear to be better at formatively assessing and responding to student science writing compared to teachers with more language‐exclusive ideologies. We also show that seemingly race‐neutral ideologies of language are in fact strongly associated with oppressive ideologies of race, and that these language ideologies predict teachers' science formative assessment practices independently of existing measures of pedagogical knowledge. We discuss implications for science teaching, teacher education, and science education research.
... from Greek and Latin roots; for example, lexemes such as Zygo (to join), Phago (to consume), Olig (few) and Locus (place) (Wellington & Osborne, 2001). The spectrum of abstract and foundational biological concepts encompasses subjects such as the mechanism of water transport in plants, the process of respiration, principles of Mendelian genetics, the operational dynamics of the central nervous system, the structure and function of genes and chromosomes, along with the processes of mitosis and meiosis, as well as themes of evolution, ecology, reproduction, and the structural and functional characteristics of enzymes (Chima & Onyebuchi, 2011;Cimer, 2012). ...
This research explored the impact of analogies and metaphors on the academic performance of senior school students in genetics within Ilorin, Nigeria. Three research questions and corresponding hypotheses were formulated and tested at a significance level of .05. A quasi-experimental design was used, involving 117 senior secondary school students. Data collection was facilitated through the Genetic Achievement Test (GAT), and the results were analyzed utilizing t-tests and analysis of covariance. The study's results indicated a significant difference in student performance, with those taught through analogy outperforming those exposed to metaphor-based teaching methods. No notable difference was found between male and female students using either instructional approach. It was concluded that both strategies can effectively foster conceptual understanding and improve student outcomes. Consequently, it is recommended that educators implement both techniques in teaching genetics and other challenging biological topics.
... In the 21st century, scientific literacy is essential for individuals to navigate a rapidly evolving world driven by technological advancements and scientific innovations (Afnan et al., 2023;Li & Guo, 2021;Osborne, 2023). The ability to critically assess scientific information, engage in evidence-based decision-making, and apply scientific principles in daily life is fundamental for personal and societal progress (Jon D. Miller, 2012;Miller, 2022). ...
The results reveal that socioeconomic status (ESCS) strongly affects scientific literacy across all five economies, with a particularly pronounced impact in Singapore and Japan. Teacher qualifications, especially the proportion of educators with doctoral degrees, significantly contribute to student performance in South Korea and Chinese Taipei. Additionally, school competition and creative learning environments play varying roles; while Singapore and Macao benefit from structured creativity programs, South Korea’s highly competitive environment leads to performance disparities. Psychological factors such as stress resistance and perseverance exhibit mixed effects. In South Korea, stress resistance positively correlates with achievement, whereas in Macao, it negatively impacts performance. Furthermore, student-teacher relationships significantly enhance literacy outcomes in Japan, emphasizing the role of positive academic interactions. These findings highlight the diverse yet interconnected educational strategies driving scientific literacy in Asia’s top-performing regions. The study underscores the importance of equitable resource distribution, teacher professional development, and balanced competitive environments in shaping student success. Policymakers can leverage these insights to refine educational frameworks globally, fostering scientific literacy while addressing disparities in STEM education.
... (OECD, 2019, p. 15) To become scientifically literate, to be willing and able to engage in reasoned discourse, appropriate linguistic skills are required, so pupils obviously need appropriate language proficiency to be able to solve scientific tasks (Nitz, 2016;Norris & Phillips, 2003). Apart from basic language skills, which are a prerequisite for all learning (Schmölzer-Eibinger, 2013;Wellington & Osborne, 2001), special subject-specific language skills are required for the natural sciences (Childs et al., 2015;Gogolin, 2013;Prediger et al., 2015) in general, and biology in particular (Nitz, 2016). The smallest unit in each subject is technical terms, e.g. ...
We investigated how to improve pre-service biology teachers' skills in planning a biology lesson, with particular reference to academic and science language use. Using the Refined Consensus Model of PCK (RCM) and the Plan-Teach-Reflect Cycle of ePCK, we defined participants' lesson-planning skills as ePCK Plan (enacted PCK to plan a lesson). We conducted a two-month quasi-experimental intervention study with 56 pre-service biology teachers to determine if those participants who move through the Plan-Teach-Reflect Cycle of ePCK are more likely to plan their lessons with sensitivity to language usage (ePCK Plan). The setting was a compulsory seminar focusing on lesson planning. As an independent variable, teaching-practice was varied. In the treatment group, we trained the participants in planning, teaching and reflecting on biology lessons. In the control group, the Teach-component was replaced by presentations of their lesson plans to fellow pre-service teachers. As a dependent variable, we analysed participants' ePCK Plan by rating their lesson plans. Our results show that the Teach-component increases participants' lesson-planning skills (F(1,52) = 24.77, p < 0.001, part. η² = 0.32, d = 1.38). We strongly suggest including all three components of the Plan-Teach-Reflect Cycle of ePCK in teacher education programmes, especially the Teach-component within seminars at university. ARTICLE HISTORY
... The FPBL approach (Figure 1), derived from our previous work with Problem-Based Enhanced Language Learning (PBELL) (Rillero et al., 2018), leverages these theoretical foundations to create learning experiences that validate and build upon families' linguistic capital while supporting science learning (Maxwell-Jolly & Gandara, 2006). This perspective recognizes that language acquisition and use occur within specific sociocultural contexts, where heritage languages and cultural communication patterns contribute significantly to learning and identity formation (Wellington & Osborne, 2001). ...
This study examines the impact of a culturally responsive, garden-based STEM program designed for Latina girls (grades 5–6) and their parents. The “Our Plot of Sunshine” project integrates Family Project-Based Learning with garden education to create meaningful STEM engagement opportunities. Drawing on the science capital, science identity, and community cultural wealth frameworks, the program leverages families’ cultural and linguistic resources while developing science knowledge and identity. Nineteen families from low socioeconomic schools participated in three pilot implementations across two Western U.S. cities. Using a mixed-methods approach with repeated measures over 19 weeks, the study tracked changes in participants’ science identity, interest, and career aspirations. Results showed significant increases in science identity and career aspirations, with effects maintained at three-month follow-up. While interest/enjoyment showed positive trends, changes were not statistically significant. Parent ratings of program elements were consistently higher than daughter ratings, though both groups reported strong engagement. The successful integration of bilingual instruction emerged as a particularly valued program component. These findings suggest that family-centered, culturally responsive garden education can effectively support Latina girls’ STEM identity development and future orientation, while highlighting the potential of leveraging family and cultural resources in STEM education.
... Politik açıdan doğrulayıcı bilim hikâyeleri ise bilimsel gelişimleri farklı kültürler çerçevesinde değerlendiren hikâyelerdir (Milne, 1998). Ayrıca fen bilimleri kavramlarını sunmak amacıyla kullanılabilen bilimsel hikâyeler; sergileyici metin, tartışmacı metin, hikayelendirici metin ve karışık metinler olarak gruplandırılabilir (Wellington & Osborne, 2001). Sergileyici metinler fen bilimleri kavramlarının sade bir anlatımla doğrudan sunulduğu, tartışmacı metin; bilimsel bilgi ve fen bilimleri kavramlarının farklı fikirlerle bütünleştirilerek tartışmacı bir bakış açısıyla sunulduğu metinlerdir. ...
Geliş Tarihi (Received): 25.04.2022 Kabul Tarihi (Accepted): 07.07.2022 Yayın Tarihi (Published): 30.09.2022 Öz: Araştırmanın amacı, bilimsel hikayelerle desteklenen fen öğretiminin, ilkokul 3. sınıf öğrencilerinin fen bilimleri dersi akademik başarıları ve bilgilerinin kalıcılıklarına etkisini araştırmaktır. Bu amaç doğrultusunda araştırma ön test-son test eşleştirilmiş kontrol gruplu deneysel desende tasarlanmıştır. Güneydoğu Anadolu Bölgesindeki bir il merkezinde bulunan devlet ilkokulunun 3. sınıf düzeyinde öğrenim gören 28'i deney ve 27'si kontrol grubunda olmak üzere toplam 55 öğrenci araştırmanın çalışma grubunu oluşturmuştur. Araştırma verileri, araştırmacı tarafından 3. sınıf öğrencilerinin fen bilimleri dersi akademik başarılarını ölçmek amacıyla geliştirilen 16 soruluk "Akademik Başarı Testi" kullanılarak elde edilmiştir. Verilerin analizinde istatistik paket programı (SPSS 22) kullanılmıştır. Araştırma verilerinin normal dağılım göstermesi ve varyans homojenliği varsayımlarını karşılaması üzerine verilerin analizinde; bağımsız grupların farklılaşmasının incelenmesinde parametrik testlerden bağımsız gruplar t testi, eşli grupların farklılaşmasının incelenmesinde ise bağımlı gruplar t testi işe koşulmuştur. Yapılan tüm istatistiksel işlemlerde anlamlılık düzeyi ,05 olarak kabul edilmiştir. Ayrıca araştırmada, bağımsız ve bağımlı gruplar t testleri etki büyüklükleri Cohen d değeri hesaplanarak yorumlanmıştır. Sonuç olarak kazanım odaklı bilimsel hikâyelerle desteklenen fen öğretiminin ilkokul öğrencilerinin fen bilimleri dersi akademik başarılarını ve bilgilerin kalıcılıklarını arttırmada etkili olduğu belirlenmiştir. Anahtar Kelimeler: Akademik başarı, fen öğretimi, bilimsel hikâye, ilkokul, başarı testi & Abstract: The aim of the research is to investigate the effect of science teaching supported by scientific stories on the academic achievement of primary school 3rd grade students and the permanence of their knowledge. In accordance with this purposepurpose, the research was designed in an experimental design with pretest-posttest paired control group. A total of 55 students, 28 in the experimental group and 27 in the control group, studying in two of the 3rd grade level of a public primary school located in a city center in the Southeastern Anatolia Region, formed the sample of the research. The research data were obtained with the achievement test developed by the researcher to measure the academic success of the 3rd grade students in the science course. Statistics package program (SPSS 22) was used in the analysis of the data. Since the research data showed normal distribution and met the assumptions of homogeneity of variance, the independent sample t test was used to analyze the differentiation of independent groups for the data, and the paired sample t test was used to examine the differentiation of paired groups. The significance level was accepted as .05 in all statistical operations. As a result of the research, it was determined that science teaching supported by achievement-oriented scientific stories enriched with visuals and activities and supported by scientific stories is more effective in increasing the academic success of primary school students and the permanence of knowledge.
... Learning a scientific language is a major aspect of science education (Nielsen, 2012;Wellington & Osborne, 2001). But non-scientists, like students, often find scientific language to be severely limiting and difficult (Gardner, 2012). ...
The integration of Artificial Intelligence (AI), particularly Large Language Model (LLM)-based systems, in education has shown promise in enhancing teaching and learning experiences. However, the advent of Multimodal Large Language Models (MLLMs) like GPT-4 Vision, capable of processing multimodal data including text, sound, and visual inputs, opens a new era of enriched, personalized, and interactive learning landscapes in education. This paper derives a theoretical framework for integrating MLLMs into multimodal learning. This framework serves to explore the transformative role of MLLMs in central aspects of science education by presenting exemplary innovative learning scenarios. Possible applications for MLLMs range from content creation to tailored support for learning, fostering engagement in scientific practices, and providing assessments and feedback. These applications are not limited to text-based and uni-modal formats but can be multimodal, thus increasing personalization, accessibility, and potential learning effectiveness. Despite the many opportunities, challenges such as data protection and ethical considerations become salient, calling for robust frameworks to ensure responsible integration. This paper underscores the necessity for a balanced approach in implementing MLLMs, where the technology complements rather than supplants the educators' roles, ensuring an effective and ethical use of AI in science education. It calls for further research to explore the nuanced implications of MLLMs for educators and to extend the discourse beyond science education to other disciplines. Through developing a theoretical framework for the integration of MLLMs into multimodal learning and exploring the associated potentials , challenges, and future implications, this paper contributes to a preliminary examination of the trans-formative role of MLLMs in science education and beyond.
... Everyday language is the language learners have and use to filter the language interactions that occur in the science classroom. It is in the translation between everyday language and science language that occurs within classroom interactions that are critical to learning science concepts, as well as the translation across different modes of representations they either have or construct to generate understanding of concepts (Lemke, 1990;Wallace et al., 2004;Wellington & Osborne, 2001). Prain and Hand (1996) have put forward a model for writing that suggests that requiring students to write for different audiences is an important part of this translation of language process. ...
Learning within science classrooms is complex and requires students to utilize a range of epistemic tools. We examine the role of three epistemic tools—language, argument, and dialogical interactions—to explore the interdependence of such tools in these complex environments. Each of these tools has a particular knowledge base and associated practices which are independent from other tools. However, we believe there is a need to treat these three tools as being interdependent and put forward a model showing the links between them. We argue that language is a super-ordinate tool in that arguments and dialogical interaction cannot occur without language. In putting forward this model, we present an example of classroom practice drawn from an argument-based inquiry laboratory activity within a chemistry class. Rather than decontextualizing each of these tools as separate entities, we present the example as a means of understanding complexity through the interdependent interactions of these epistemic tools.
ResearchGate has not been able to resolve any references for this publication.