Using Language to Learn Science
Language is an important part of science education. According to Mercer, Dawes, Wegerif, and Sams (2004) there are two ways to use language in science instruction. The first is with teacher-lead strategies and second is through student-centered activities. Technology is beneficial to both strategies in so far as video-modeling allows for observational learning as well a provide opportunities for discussion among peers.
Computer-based activities, such as videos are beneficial tools for using language for science education. Citing Howe et al. (2000), Wegerif et al. (2004) states, “that under certain conditions computer-based activities for groups of children are effective in promoting the development of scientific understanding.” (p. 361) On our site, videos provide a means for teacher-modeling or scaffolding, wherein students learn through observation. Furthermore, these videos become the starting point for future discussion. Hence, language is used to develop scientific conceptual knowledge as well as scientific skills and procedures.
Reference
Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: ways of helping children to use language to learn science. British Educational Research Journal, 30(3), 359-377. Retrieved August 22, 2014 from http://elac.ex.ac.uk/dialogiceducation/userfiles/MercWegBERJ2004.pdf
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