published_or_final_version / Philosophy / Master / Master of Arts

This investigation examines how Ms. Jones scaffolds students' science language development. The study closely investigates the instructional strategies she used to help her students move from "informal Science talk" to "formal Science talk," and looks at the strategies she implemented under the scope of the anticipated themes of verbal cues, nonverbal cues, and praise. "Informal science talk" is defined in this study as a limited domain of discourse with little or no science vocabulary, while "formal science talk" is defined as an extended discourse that included the appropriate uses of science-specific vocabulary. In Ms. Jones' classroom the goal is to teach for understanding and lifelong learning, in accordance with the book How People Learn (National Research Council 2000), which contains implications for the teaching of Science. According to the standards of that book, Ms. Jones has the required subject knowledge, and an understanding of how students learn and the short- and long-term outcomes of such learning. She has created a classroom environment that fosters student thinking through participation in high-quality lessons and laboratory experiments. Through an iterative process of questioning and answering, students are given the opportunity to think about what they are learning and to also self- assess and be able to understand what they do not know. The research method used was a case study, that allowed the researcher to study, interpret and present an in-depth investigation of one teacher and how she scaffolded her students' language of school Science (LSS) development with technical vocabulary as an integral part of that process. The method of analysis was developed from a sociocultural perspective of learning. Classroom observations were conducted, and recorded via fieldnotes and videotaping of lessons for five weeks during the Spring of 2005 and four weeks during the Spring of 2006. The themes that emerged showed that the teacher's instructional designs were embedded in the Inquiry Model (Data Set II--Spring 2005) and the Science Process Skills Model (Data Set II--Spring 2006). The findings of the study reveal the characteristics of a superior type of learning environment organized around the instructional designs that Ms. Jones used. Her technique promoted the development of rich science language integrated with the vocabulary of the domain. Ms. Jones' medium of instruction was "talk." She overtly used verbal cues to promote her students science language development, which was the language of school science and reflected the different domains of the subject at the elementary grades (the Nature of Science, Life, Earth, and Physical Sciences). This study shows that a knowledgeable teacher not only knows the subject matter; she also knows how to give the right feedback, what demonstrations or analogies to use, and how to engage students in scientific investigations while providing appropriate support (scaffolding). / text

The Basics of Training Science. A Terminological Analysis in German and English with a Particular Focus on Endurance Training. Sport and exercise are an essential part of many people’s lives. In German speaking countries, a sub-discipline of sport and exercise science has developed in the past few decades that provides the scientific foundation for an effective training practice, called Trainingswissenschaft (training science). Like other scientific disciplines, it has its own terminology. The goal of this thesis was to develop a German-English terminology database for terms relating to training science with a particular focus on endurance training. This was done according to the principles of terminology work as set out by Arntz et al. (2014). The final database in SDL MultiTerm is based on a detailed concept system and contains 156 entries. It could be used by sport and exercise scientists and/or students, coaches, athletes, and of course translators and interpreters working with texts on these topics.:Abbildungsverzeichnis 4 Tabellenverzeichnis 5 1 Einleitung 7 2 Terminologielehre und -arbeit 11 2.1 Grundlagen der Terminologielehre 11 2.1.1 Die Disziplin der Terminologielehre 11 2.1.2 Fachsprache 13 2.1.2.1. Gliederung der Fachsprache und Verhältnis zur Gemeinsprache 13 2.1.2.2. Fachlichkeitsgrad von Texten 14 2.1.2.3. Fachwortschatz und -phraseologie 15 2.1.2.4. Bedeutung von Fachsprache für die Fachkommunikation 17 2.1.3 Grundelemente der Terminologielehre 17 2.1.3.1. Gegenstand 19 2.1.3.2. Begriff 21 2.1.3.3. Merkmal 22 2.1.3.4. Definition 23 2.1.3.5. Begriffssysteme 25 2.1.3.6. Bezeichnung 27 2.2 Grundlagen der Terminologiearbeit 30 2.2.1 Bedeutung von Terminologiearbeit 30 2.2.2 Deskriptive, präskriptive und rechnergestützte Terminologiearbeit 31 2.2.3 Praktisches Vorgehen 32 2.2.4 Einträge in einer terminologischen Datenbank 34 3 Trainingswissenschaft 37 3.1 Die Disziplin der Trainingswissenschaft 37 3.1.1 Von Meisterlehren zur Trainingslehre und Trainingswissenschaft 37 3.1.2 Anwendungsfelder und Gegenstandsbereiche 38 3.1.3 Bezug zur Sportpraxis und zu anderen Disziplinen 40 3.1.4 Forschungsstrategien und -methoden 41 3.1.5 Definition der Trainingswissenschaft 42 3.1.6 Trainingswissenschaft im angloamerikanischen Raum 46 3.2 Grundlagen der Trainingswissenschaft 50 3.2.1 Grundlagen des Trainings 50 3.2.1.1. Trainingsbegriff 50 3.2.1.2. Trainingsprinzipien 51 3.2.1.3. Trainingsplanung 53 3.2.1.4. Belastungsnormative 55 3.2.1.5. Auswirkungen von Training 58 3.2.2 Grundlagen der Leistungsfähigkeit 60 3.2.2.1. Begriffe Leistung und Leistungsfähigkeit 60 3.2.2.2. Kraft und Schnelligkeit 63 3.2.2.3. Ausdauer 67 3.2.3 Methoden des Ausdauertrainings 73 3.2.3.1. Dauermethode 73 3.2.3.2. Intervallmethode 75 3.2.3.3. Wiederholungsmethode 77 3.2.3.4. Wettkampfmethode 77 4 Terminologie der Trainingswissenschaft 79 4.1 Bestehende Terminologiesammlungen der Trainingswissenschaft 79 4.2 Vorgehen im Rahmen der Arbeit 83 4.2.1 Fachgebietsauswahl und Quellen 83 4.2.2 Begriffssysteme 84 4.2.3 Definitionen 85 4.2.4 Aufbau der Datenbank 86 5 Fazit 91 Anhang 93 Literaturverzeichnis 101 Eigenständigkeitserklärung 107

published_or_final_version / Education / Master / Master of Education

A research report submitted to the Faculty of Science, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Science. Johannesburg, August 2014. / The general poor performance in physical science in South Africa is a cause for concern. The reasons for this situation includes lack of basic content knowledge by science teachers, unprofessional attitudes, ineffective teaching approaches, lack of resources and failure to understand the language of science by the learners. This study investigated South African grade 12 learners’ meanings of everyday words when used in science context. The study focused on grade 12 physical science learners from four different government secondary schools in Johannesburg. These learners had different home languages and socio-economic background. Data was obtained through a questionnaire given to learners followed by group interviews with the learners. A face-to-face interview with each physical science teacher from each school was also conducted. This study reveals that learners face difficulties with meanings of everyday words when used in science context as was reflected by their response in the questionnaire. The physical science teachers from the four secondary schools were not aware that everyday words (nontechnical words) are misunderstood by the learners when they are teaching them. As such teachers were not explaining the meanings of these words to learners in their context of use. Also the teachers did not know the difference between technical words and non-technical words. The study seeks to make the science teachers aware of this problem so that they can take time to explain the meanings of these words when teaching and this might improve understanding of science concepts. It is hoped that if there is shared meaning of words used in the instructional language between the teacher and learners it would improve the general performance in physical science.

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The study seeks to investigate how a language is used in teaching and learning of natural science in the intermediate phase, with specific reference to the way in which isiXhosa (learners’ home language) is used alongside English (the resource language and medium of teaching and learning). My research investigated teaching and learning practice materials in two classes and studied the roles of English and isiXhosa in mediating cognitively challenging subject content, particularly natural science concepts and terminology. In chapter two I refer to different theoreticians to advance my argument around the use of language as a tool to promote cognitive development and conceptual understanding in areas of academic learning in this case, natural science. I looked at work done internationally on cognitive development and then explored numerous research projects conducted on the same issue in an African context around the use of indigenous languages in teaching and learning. I also explored the Language in Education Policy underpinning the natural science curriculum statement, particularly the distinction between additive and subtractive bi/multilingualism. I will discuss the language of science and investigate how this highly specialised natural science jargon is used to convey understanding of science to learners who are not native speakers of English. Classroom observations and interviews with teachers are used to gain insight into the use of both isiXhosa and English in everyday teaching and learning. Teaching and learning materials such as textbooks and learners’ work are also explored. These are attempts to determine how natural science concepts and terminology are explained to learners and which language is used and for what purposes? The study concludes that the lack of materials in isiXhosa, coupled with unplanned code switching to English and the extensive use of English borrowings affect learners’ ability to understand cognitively challenging material. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe taal gebruik word in die onderrig en leer van natuurwetenskap in die interim fase met spesifieke verwysing na die wyse waarop isiXhosa (die leerders se huistaal) saam met Engels (die taal van hulpbronne en van onderrig-leer). My navorsing het die onderrig en leer praktyke van en materiaal in twee klasse ondersoek en die rolle van isiXhosa en Engels bestudeer waar kognitief-komplekse leermateriaal, veral natuurwetenskap konsepte en terminologie gebruik is. In hoofstuk twee verwys ek na verskeie teoretici om my argument oor die gebruik van taal as instrument om kognitiewe ontwikkeling en konseptuele begrip van natuurwetenskap (in hierdie geval) te bevorder, te ondersteun. Ek ondersoek internasionale perspektiewe op kognitiewe en konseptuele ontwikkeling in akademiese kontekste, in hierdie geval natuurwetenskap, opgevolg deur ‘n verskeidenheid van navorsingsprojekte op dieselfde onderwerp in die konteks van Afrika, veral wat betref die gebruik van inheemse tale in leer en onderrig. Ek neem die Taal in Onderrig Beleid onderliggend aan die natuurwetenskap kurrikulumverklaring in ag, met spesifieke verwysing na die onderskeid tussen aanvullende en afbrekende twee- en meertaligheid. Die taal wat in die natuurwetenskappe gebruik word, word ook onder die loep geneem en die ondersoek fokus op die wyse waarop hierdie hoogs gespesialiseerde vaktaal gebruik word om natuurwetenskap by leerders wat nie huistaalsprekers van Engels is nie, tuis te bring. Klaskamerwaarneming en onderhoude met onderwysers is gebruik om insig te verkry in die gebruik van beide isiXhosa en Engels in daaglikse onderrig en leer. Onderrig- en leermateriaal soos handboeke en leerders se werk is ook ondersoek. Hierdie is gedoen om uit te vind hoe natuurwetenskap konsepte en terminologie aan leerders verduidelik word en watter taal gebruik word vir watter doeleindes. Die studie kom tot die gevolgtrekking dat ‘n gebrek aan onderrig- en leermateriaal saam met onbeplande kodewisseling tussen Engels en Afrikaans en die uitgebreide gebruik van leenwoorde uit Engels beïnvloed die leerders se vermoë om kognitief komplekse materiaal te verstaan.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished