Linguistic Resources Used in Grade 8 Students' Submicro Level Explanations : Science Items from TIMSS 2007

Explanations involving submicro levels of representation are central to science education, but known to be difficult for students in secondary school. This study examines students' written explanations of physical and chemical phenomena regarding matter and changes in matter, in a large-scale t...

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Veröffentlicht in:	Research in science education (Australasian Science Education Research Association) Jg. 43; H. 6; S. 2387 - 2406
Hauptverfasser:	Frändberg, Birgitta, Lincoln, Per, Wallin, Anita
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Dordrecht Springer Netherlands 01.12.2013 Springer
Schlagworte:	Academic Discourse Chemistry Didactics Didaktik Education Explanations Foreign Countries Grammar High School Students Language Skills Lexicogrammatics Linguistics Physics Representational levels Science Education Science literacy Scientific language Scientific Literacy Secondary education Secondary school science Secondary school students Sweden Trends in International Mathematics and Science Study Trends in International Mathematics and Science Study (TIMSS) 2007 Verbs Vocabulary Writing (Composition) Written explanations Year 8 Sweden Science literacy Representational levels Lexicogrammatics Written explanations Scientific language
ISSN:	0157-244X, 1573-1898, 1573-1898
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Abstract	Explanations involving submicro levels of representation are central to science education, but known to be difficult for students in secondary school. This study examines students' written explanations of physical and chemical phenomena regarding matter and changes in matter, in a large-scale test. This is done in order to understand linguistic challenges in constructing submicro level explanations involving the particle model of matter. Drawing from systemic functional linguistics, the lexicogrammatics used in explanations for realising experiential meaning in student explanations were analysed. Answers to two partly constructed response items from the Swedish part of Trends in International Mathematics and Science Studies 2007, Grade 8, were used to sort out explanations referring to the particle model of matter. These answers (86 from 954) were analysed regarding choices of vocabulary and grammar to distinguish between macro and submicro level of representation. The results show that students use a wide variety of lexicogrammatical resources to realise what happens on both macro and submicro level of representation, with greater diversity of verbs on the submicro level of explanation. The results suggest an uncertainty about the distinction between macro and submicro level of explanation. [Author abstract, ed]
AbstractList	Explanations involving submicro levels of representation are central to science education, but known to be difficult for students in secondary school. This study examines students’ written explanations of physical and chemical phenomena regarding matter and changes in matter, in a large-scale test. This is done in order to understand linguistic challenges in constructing submicro level explanations involving the particle model of matter. Drawing from systemic functional linguistics, the lexicogrammatics used in explanations for realising experiential meaning in student explanations were analysed. We used answers to two partly constructed response items from the Swedish part of Trends in International Mathematics and Science Studies 2007, grade 8, to sort out explanations referring to the particle model of matter. These answers (86 from 954) were analysed regarding choices of vocabulary and grammar to distinguish between macro and submicro level of representation. The results show that students use a wide variety of lexicogrammatical resources to realise what happens on both macro and submicro level of representation, with greater diversity of verbs on the submicro level of explanation. The results suggest an uncertainty about the distinction between macro and submicro level of explanation. Explanations involving submicro levels of representation are central to science education, but known to be difficult for students in secondary school. This study examines students' written explanations of physical and chemical phenomena regarding matter and changes in matter, in a large-scale test. This is done in order to understand linguistic challenges in constructing submicro level explanations involving the particle model of matter. Drawing from systemic functional linguistics, the lexicogrammatics used in explanations for realising experiential meaning in student explanations were analysed. Answers to two partly constructed response items from the Swedish part of Trends in International Mathematics and Science Studies 2007, Grade 8, were used to sort out explanations referring to the particle model of matter. These answers (86 from 954) were analysed regarding choices of vocabulary and grammar to distinguish between macro and submicro level of representation. The results show that students use a wide variety of lexicogrammatical resources to realise what happens on both macro and submicro level of representation, with greater diversity of verbs on the submicro level of explanation. The results suggest an uncertainty about the distinction between macro and submicro level of explanation. [Author abstract, ed]
Audience	High Schools Secondary Education Grade 8
Author	Anita Wallin Birgitta Frandberg Per Lincoln
AuthorAffiliation	Chalmers University of Technology. Dept of Biological and Chemical Engineering University of Gothenburg. Dept of Pedagogical, Curricular and Professional Studies
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Keywords	Science literacy Representational levels Lexicogrammatics Written explanations Scientific language
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Notes	Refereed article. Includes bibliographical references. Research in Science Education; v.43 n.6 p.2387-2406; December 2013
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SubjectTerms	Academic Discourse Chemistry Didactics Didaktik Education Explanations Foreign Countries Grammar High School Students Language Skills Lexicogrammatics Linguistics Physics Representational levels Science Education Science literacy Scientific language Scientific Literacy Secondary education Secondary school science Secondary school students Sweden Trends in International Mathematics and Science Study Trends in International Mathematics and Science Study (TIMSS) 2007 Verbs Vocabulary Writing (Composition) Written explanations Year 8
Title	Linguistic Resources Used in Grade 8 Students' Submicro Level Explanations : Science Items from TIMSS 2007
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