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- W744534125 abstract "Language, for various reasons, tends to be a neglected area in the school physicscurriculum. Discussion of literacy in the context of science teaching is limited, andmany teachers are unclear about the issues involved. However, so-called activereading exercises have had an impact on the science curriculum up to GCSE level as partof a broader campaign for enhancing reading for learning. This has helped to highlightreading in science but without necessarily clarifying the issues or attempting to integrateresults with what might be called standard measures of progress.This study uses reading exercises constructed around topics in the Advanced levelphysics course, to investigate reading among physics students. Evidence of studentprogress and achievement such as homework marks and the A level grade, are related tostudents' responses on the exercises, to obtain an objective assessment of the value oflanguage-related activities.Reasons for the choice of texts and methodologies are two-fold:From the point of view of the physics teacher, to allow an investigation into the range ofskills and abilities which students demonstrate on language-based material.For the students involved, to make participating in the exercises useful and relevant totheir studies.Analyses are directed at looking at the text, task and responses individually from alinguistic as well as a pedagogic perspective, and more particularly at the relationshipsbetween the areas.Connections between reading competence and achievement in physics are shown andsuggestions are made on how teachers could encourage reading, monitor the readingcompetence of students and identify students with problems. Implications for futureresearch into language in physics are also discussed." @default.
- W744534125 created "2016-06-24" @default.
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- W744534125 date "1996-01-01" @default.
- W744534125 modified "2023-09-27" @default.
- W744534125 title "Reading competence and Advanced level physics" @default.
- W744534125 hasPublicationYear "1996" @default.
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