From Bumps to Parabolas: Elevating the Everyday in the Discourse of Learning

• In Event: 72.065 - Roundtable Session 30
  In Roundtable Session: 72.065-6 - The Interaction of Problem Solving and Learning Environments

Abstract

The flexible command of domain-specific, academic language is a key benchmark for career and college readiness in science, yet it is not clear when and how such specialized language should be used in classroom learning. Scientists can serve as models for using specialized forms of language during science activities. A content analysis of various texts produced by an award-winning group of applied physicists revealed their preference for less specialized, more concrete words over their formal counterparts, especially during moments of confusion or disagreement. Further, the use of formal language such as academic words was significantly greater for publication writing than other forms of discourse (χ2 = 210 (2), p < .01). These findings suggest considerations for the science classroom.

Author

• Diana J. Arya, University of California - Santa Barbara