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Language Support for First Year Human Physiology and Biology
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Author(s): Karen Elizabeth Mate (University of Newcastle, Australia), John Cameron Rodger (University of Newcastle, Australia)and Brett Andrew Lidbury (Australian National University, Australia)
Copyright: 2012
Pages: 31
Source title:
Sustainable Language Support Practices in Science Education: Technologies and Solutions
Source Author(s)/Editor(s): Felicia Zhang (University of Canberra, Australia), Brett Andrew Lidbury (Australian National University, Australia), Alice Marion Richardson (University of Canberra, Australia), Brian Francis Yates (University of Tasmania, Australia), Michael Guy Gardiner (University of Tasmania, Australia), Adam James Bridgeman (University of Sydney, Australia), Jurgen Schulte (University of Technology, Sydney, Australia), John Cameron Rodger (University of Newcastle, Australia)and Karen Elizabeth Mate (University of Newcastle, Australia)
DOI: 10.4018/978-1-61350-062-0.ch006
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Abstract
This chapter examines student performance in Human Physiology and Biology in response to a number of interactive language-focused and career-oriented interventions that were integrated into both lecture and tutorial formats. The study took place at the University of Newcastle, Australia and involved around 1000 students on two campuses. Although it was not possible to demonstrate a clear overall improvement in student performance as a result of these interventions, the activities were viewed positively by the majority of students. Arguably, the major impact of the language and other interventions was in the level of student motivation and engagement with the course topic. Contemporary university students are highly focused on the relevance of a course to their chosen career path, suggesting that language-based teaching and learning strategies would be most effective if placed within a vocation-specific context.
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