Scientific Vocabulary Research Articles

A Study on the Impact of Instruction Language on Academic Achievement in Higher Education

The impact of the language of instruction on academic achievement is a critical issue, particularly in multilingual settings. This study investigates how using French as the medium of instruction affects the academic performance of first-year physics and chemistry students at Moroccan universities. The research, conducted at Mohamed I and Abdelmalek Essaadi Universities, involved 365 students and 20 teachers. Data were collected through questionnaires and semi-structured interviews. We conducted a correlation analysis to examine the relationship between French proficiency and academic performance in physics and chemistry. A frequency analysis identified common difficulties students face when studying these subjects in French. An ANOVA determined if using French as the medium of instruction significantly impacts academic performance. The results show a significant relationship between students' proficiency in French and their academic performance in science subjects taught in French. Our analysis indicates that instruction in a non-native language has a negative impact on academic success. Many students expressed discomfort with French, citing difficulties with scientific vocabulary and comprehension. Teachers corroborated these challenges, noting that students' limited French proficiency impedes their understanding of complex scientific concepts, contributing to higher failure rates. Additionally, a strong positive correlation was found between French language proficiency and academic performance in physics and chemistry. Students with lower proficiency in French tend to have poorer academic performance in these subjects.

Teaching students with autism spectrum disorder how to use an augmented reality application and the vocabulary of the natural sciences

Technology-based interventions are considered evidence-based for teaching students with Autism Spectrum Disorder (ASD). The main purpose of this study is to teach students with ASD the use of augmented reality (AR) mobile applications through systematic instruction and to test the effectiveness of the presented AR mobile application in teaching science concepts. The secondary aim of this study was to examine the students’ and teachers’ views on the acceptability of the AR mobile application in teaching science vocabulary. Three primary and one secondary school students with ASD, aged 10-13 years, participated in the study. A multiple probe design across participants was used to evaluate the effects of the intervention package. The findings showed that systematic instruction using an AR mobile application is effective in science vocabulary for students with ASD. All students reported using an AR mobile application to learn science vocabulary words was socially acceptable. These results suggest that the AR mobile applications may be a promising instruction instrument that is effective, efficient, and cost-effective. Implications for future research and practice are then discussed.

The Effects of a Science Vocabulary Intervention on Children’s Oral Language Development

This study investigated the effects of a shared reading and guided play vocabulary intervention on the science vocabulary acquisition of children who were at risk for oral language difficulties. Fifty-five children from five preschool programs participated in a 15-day science vocabulary intervention. Children randomly assigned to the treatment group (n = 29) received explicit science vocabulary instruction through shared readings of informational science books and follow-up scientific investigations. Children in the business-as-usual group (n = 26) received typical instruction from their classroom teacher. Vocabulary knowledge was measured at pre- and posttest using two standardized vocabulary assessments and one researcher-developed science vocabulary test. Results of the researcher-developed test showed that the treatment group significantly outperformed the BAU group on explicitly taught science vocabulary words (p < 0.001). No significant differences were found between the two groups on measures of general vocabulary knowledge. Limitations and practical implications of this study are discussed.

Translation into Arabic A study of the negatives and positives

The research aims to shed light on the importance of translation in the Arab Renaissance and its development of the Arabic language in the modern era. Translation is considered one of the most important factors of the modern Arab Renaissance, which began at the beginning of the nineteenth century. The translation movement expanded in Egypt and the Levant in the late nineteenth century, to the point of Some historians believe that it was more active than the translation movement in those countries today. Translation contributed to the development of the Arabic language, as it enabled it to introduce modern terminology and the emergence of new literary genres in Arabic literature, etc.. Through the descriptive and analytical approach followed in the study, I concluded that the impact of translation on the Arabic language has two aspects: one positive and the other negative: the positive impact is represented by enriching Arabic with thousands of vocabulary in science, technology and arts through Arabization, and with very large numbers of vocabulary and expressions through translation, but translation began to negatively affect the nature of the Arabic language in terms of structure, derivation, and incision of new words. The importance of the research is due to mentioning the virtue of translation in enriching the Arabic language in various fields, studying the positives and negatives related to translation into the Arabic language, and clarifying the obstacles that stand before the translator during the translation process and how to deal with them. 2

LINGUISTIC PERSONALITY AND ITS MANIFESTATION IN SCIENTIFIC LANGUAGE TEXTS (BASED ON THE MATERIAL OF GAISA KHUSAINOV'S WORK)

This article is devoted to the analysis of the linguistic personality traits of one of the most famous scientists of Bashkortostan and a writer who made a great contribution to the development and enrichment of the Bashkir national literature Gaysa Khusainov. His monographic study “Bashkort shigyry. Shigriat huthlege” ‘Bashkir versification. Poetic dictionary’ (Ufa, 2003) is taken as a data for the investigation. The following structure and main features of the monograph as a genre of scientific prose are considered: information transmission fidelity, expressed in the wide use of terminological and general scientific vocabulary; logic, which is expressed in the sequence of expression of thoughts, presentation of evidence and argumentation, use of appropriate function words and phrases; design of a strict composition of the text; generality, abstractness, which is manifested in the selection of lexical material, special syntactic constructions; strictness and dryness of presentation, manifested in the rejection of evaluative vocabulary and means of speech expression. The article also studies the author's comparisons, metaphors, not only demonstrating the linguistic richness of the scientist, but also the thought process and subjective-sensory assessment of the author.

Do Mathematics and Reading Skills Impact Student Science Outcomes?

Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students' initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called Scientific Explorers (Sci2). The original Sci2 study employed a cluster randomized controlled design and included 294 students from 18 second-grade classrooms. Differential effects of the program by initial mathematics and reading skill levels were not observed for an interactive science assessment and a distal science outcome measure. However, based on initial reading skill levels, moderation results were found on a science vocabulary measure, suggesting the effects of Sci2 were greatest for students with higher initial reading skills. Similar results were found using initial mathematics skill levels as a predictor of differential response such that students with higher mathematics skills reaped stronger treatment effects on the vocabulary measure. Further, we found initial mathematics skills also influenced outcomes on the proximal science content assessment, where students with higher initial mathematics skills led to higher outcomes. Overall, findings suggest Sci2 produced robust effects for all students (g = 0.24-1.23), regardless of initial skill proficiencies. Implications for exploring differential response in science intervention research are discussed.

Ordering the alphabet soup: Strategies to improve consistency and develop a framework of tools for fisheries science vocabulary

Quantitative methods for assessing the status of marine fish populations began in the 19th century with simple catch-curve analysis and have evolved through the decades to use more advanced integrated statistical modeling. The corresponding assessment documents that communicate model estimates to other scientists and fisheries managers, generally, have grown in length and complexity, often describing hundreds of parameter estimates and population dynamics. These documents use a wide range of synonyms or similar terms that can vary either within a single assessment document or among other documents within or across fisheries management regions. The lack of standardization of terms used in assessment documents can lead to challenges in scientific reviews, communicating scientific results to fisheries managers, and for understanding assessments from other management regions. We analyzed the text of 134 assessment documents used to communicate the results of assessment software to managers from the varying management regions in the United States, Australia, and European International Council for the Exploration of the Sea (ICES) to quantify the presence of synonyms or similar terms that are often used interchangeably and highlight ways in which the output language could be harmonized without modifying meaning. Next, we developed an open source web-based dictionary and schema for fisheries science where the community can propose and adopt terms to create an agreed upon terminology. Finally, looking forward to future development, we propose approaches to leverage pre-existing frameworks such as Google coding standards to guide the development of tools to merge long-term ecological data sets, name objects in code bases, and report output. While this guidance is tailored to fisheries practitioners working within the U.S. management system, we aim to align with international standards to increase consistency across the international fisheries science community.

Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades.

We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past events like dinosaur mass extinctions), and Grade 3 (scientific investigation of living systems). A total of 30 elementary schools (N = 2,870 students) were randomized to a treatment or control condition. In the treatment condition (i.e., full spiral curriculum), students participated in content literacy lessons from Grades 1 to 3 during the school year and wide reading of thematically related informational texts in the summer following Grades 1 and 2. In the control condition (i.e., partial spiral curriculum), students participated in lessons in only Grade 3. The Grade 3 lessons for both conditions were implemented online during the COVID-19 pandemic school year. Results reveal that treatment students outperformed control students on science vocabulary knowledge across all three grades. Furthermore, intent-to-treat analyses revealed positive transfer effects on Grade 3 science reading (ES = .14), domain-general reading comprehension (ES = .11), and mathematics achievement (ES = .12). Treatment impacts were sustained at 14-month follow-up on Grade 4 reading comprehension (ES = .12) and mathematics achievement (ES = .16). Findings indicate that a content literacy intervention that spirals topics and vocabulary across grades can improve students' long-term academic achievement outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Academic Vocabulary Learning in EMI Classrooms: Challenges and Strategies

This study investigates English as a Second Language (ESL) learners’ challenges in understanding academic science vocabulary in Malaysian secondary schools’ English-medium instruction (EMI) classrooms. Based on cognitive load theory, the research explores ESL learners’ strategies to acquire scientific terminology and manage the associated cognitive difficulties. Previous research on EMI across different subjects has often overlooked the specific hurdles presented by technical terms in the scientific vocabulary, creating a knowledge gap that impedes the development of effective teaching methods for science educators in EMI settings. In response, the study adopts a two-stage qualitative design, commencing with an online survey involving 103 participants, followed by group interviews with individuals from diverse linguistic backgrounds. The findings indicate that ESL learners in EMI science classrooms encounter significant obstacles due to unfamiliar scientific terminology, abstract concepts, and limited prior exposure to the subject matter. This results in a high cognitive load that inhibits comprehension. Nevertheless, the research identifies various vocabulary learning strategies students employ, including contextual clues and active engagement with scientific vocabulary within relevant contexts. These findings underscore the need for more inclusive learning environments supporting vocabulary development for ESL learners in EMI settings. Recommendations encompass creating instructional materials featuring clear and concise language and integrating scaffolding strategies to simplify complex scientific terms. This comprehensive approach has the potential to facilitate successful vocabulary development and enhance the overall learning experience for ESL learners in EMI science classrooms.

Guided Drawing with Preschool Dual Language Learners in Head Start: Building Science Vocabulary and Content Knowledge

Drawing offers a way for young children to demonstrate what they understand about the world. This study reports on the findings from an eight-week intervention program called guided drawing designed to build vocabulary and content knowledge for dual language learners in Head Start settings. Four researcher-designed assessment measures were used to assess thirteen preschoolers’ vocabulary and concept knowledge at the receptive, expressive, and definitional levels in a pre/post-intervention design. Analysis of researcher-designed measures reveals positive changes in all vocabulary and concept knowledge areas targeted by the intervention. Thematic analysis of researcher–child interactions and drawing products indicates the guided drawing intervention provided opportunities and context for every participating child to explore new content and concepts related to science learning; reveal what they know; grow knowledge and vocabulary; reveal misunderstandings; and overhear and adopt new language.

Vocabulary profile, lexical density and speech rate of science podcasts: How adequate are they for EAP and ESP listening?

One potential source of authentic input for English for Academic Purposes (EAP) and English for Science and Technology (EST) listening could be science podcasts. In this study, we examine the vocabulary level of this genre, as well as the amount of the common specialized, i.e. academic and scientific vocabulary it contains. Additionally, we study its lexical density and speech rate. These properties are examined on a corpus of 126 science podcasts produced by the journal Nature, the American Association for the Advancement of Science (AAAS) and the magazine Scientific American. These are compared against those determined for a corpus of lectures in general (the MICASE lectures) and a corpus of science lectures in particular (the MICASE’s science-lecture subsection). On the one hand, science podcasts were found to contain a good amount of both academic and scientific vocabulary, as well as to have a very similar lexical density to that of lectures. On the other hand, their vocabulary level and speech rate were somewhat higher than those of lectures. Based on the analysis, we recommend the use of science podcasts for both EAP and EST listening for advanced learners. For learners with lower proficiencies, vocabulary support and/or adjusting the speed of the science podcasts is advised.

Review of Non-Fiction Science Picture Books for Pre-School Children

Science education in the pre-school period can use different methods and techniques. One such method is the Turkish language practice of non-fiction and fiction science picture books for children. It is thought that non-fiction science picture books are important in terms of developing children's scientific vocabulary. This study aimed to examine non-fiction science picture books for children selected from different publishers. The research was carried out using the document analysis method, a descriptive research model. In the study, data on 59 science-themed picture books selected from different publishing houses were collected through the Picture Story Assessment Scale and the Assessment List for Children’s Non-Fiction Science Picture Books developed by the researcher. According to the results of the research evaluating non-fiction science picture books for pre-school children using the Assessment Scale for Children’s Picture Books, all the books are at an adequate level; the most narrated non-fiction science picture books are preferred; and the problem-solving process is included in most of the books. The most common scientific content among the standard science fields, is life science, especially environmental and weather events. The number of scientific words used is sufficient and most of the books are suitable for science education. It is thought that the science-themed children's picture books selected according to the evaluation list included in this study will be beneficial in terms of realizing science education effectively. Suggestions are made in light of the research results.

Enhancing Science Vocabulary and Content Knowledge of Thai EFL students through Content and Language Integrated Learning (CLIL) and English Science Textbooks Word Lists (ESTWL)

The development of subject-specific word lists to assist EFL learners is becoming popular, as is the utilization of CLIL to teach English in academic areas of science. The purpose of this research was to investigate the effects of the instruction of English Science Textbooks Word Lists (ESTWL) and the CLIL approach on the Science Vocabulary Knowledge and Science Content Knowledge of Thai EFL students. A mixed-methods research design was employed to gather both quantitative and qualitative data using ESTWL-CLIL lesson plans, a Science Vocabulary Knowledge test, and a Science Content Knowledge test. All research instruments were validated by both content and language experts. The target groups were 3 levels of secondary school students studying at a large secondary school in Bangkok. The research findings were as follows: 1) the mean scores of the students in the three groups increased by a statistical significance of 0.05 for both vocabulary knowledge and science content knowledge after the implementation of the intervention, and 2) the qualitative results indicated that all students perceived the instruction of ESTWL and the CLIL approach to be positive. The study suggested a vocabulary pedagogy for science and language teachers for use in CLIL environments.

Using Virtual Reality to Teach Science Vocabulary to Transition Aged Youth With Intellectual and Developmental Disabilities

Individuals with disabilities have been less involved in school activities than their peers of the same age and this includes career preparation in science and math (Agran et al., 2019; Eriksson et al., 2007; Jackson et al., 2022). Students with disabilities often lack access to facilities, programs, and equipment, and acceptance by educators, employers, and co-workers (Burgstahler, 1994). The effects of a virtual reality (VR) human anatomy application as the means of teaching science vocabulary definitions and locations acquisition for three different human anatomy systems (digestive, respiratory, and integumentary) to college-age students with intellectual disability (ID) are reviewed. This single subject, multiple baseline study included two transition age youth with ID. The intervention package included both a guided and exploratory portion. Data were collected on the participants’ accuracy on the definitions and locations of ten vocabulary words for each of the three body systems on a paper assessment. Findings indicated that a functional relation existed between the implementation of the intervention package and an increase in the accuracy of scores in both definitions and locations for each of the three body systems for each participant.

From silos to synergy in STEM education: Promoting interdisciplinary STEM education to enhance the science achievement of students with learning disabilities

Recent studies have posited that K-12 science, technology, engineering, and mathematics (STEM) education should go beyond traditional subject silos and take an interdisciplinary approach that integrates these core subjects into a cohesive curriculum to foster authentic problem-solving skills. The purpose of this study was to field test one of five proposed packages of interdisciplinary STEM lessons to examine its feasibility for further revisions of lesson development. The study employed a piecewise linear growth model to examine growth patterns of students’ science vocabulary acquisition and contextualized problem-solving skills during a 40-week observation period. Results showed that all students with learning disabilities ( N = 9) made significant knowledge gains in these two areas and maintained them for a long term—two and four weeks post intervention. Our findings are encouraging and provide initial evidence for effective lesson design to support STEM education for students with learning disabilities.

Representasi Perempuan dalam Pariwisata di Pantai Toronipa Desa Toronipa Kecamatan Soropia Kabupaten Konawe Sulawesi Tenggara

Gender inequality can often hinder the development of tourism, especially in Toronipa Beach, Konawe Regency, Southeast Sulawesi Province. The objective of research is to be an alternative to reduce gender inequality in tourism development that has not been intended to women. The theory used in this research is tourism theory with ethnographic method proposed by Spradley (2006) that the analysis of women's representation must be in accordance with field data. The results shows that women's participation in tourism activities at Toronipa Beach has several impacts: positive impacts including land utilization, increasing income, and making business run more easily, and negative impacts including less time for children, and competition between traders, and social conflict. The representation of women in tourism activities is expected to increase the vocabularies of tourism science.

Longing for the Beheaded Father

Abstract The article analyzes French departmental statistical reports published under the Directory and the Consulate as a prism for tracing transformations in ideas about inheritance, from the Montagnards' radical egalitarianism to the Napoleonic Civil Code. By focusing on prefects, who provided statistical reports on the population of their respective departments, the article reveals their role in ushering in a return to patriarchalism. Not only did some prefects turn a blind eye to the fact that many families were ignoring the new egalitarian inheritance laws, but they also used novel social scientific vocabulary to defend practices of local, unequal property distribution. Paradoxically, those communities that the statisticians perceived as un-French and uneducated were also those that supposedly encapsulated the domestic values that would ensure social stability for the nation.

НАВЧАННЯ НАУКОВОЇ КОМУНІКАЦІЇ У СТАРШІЙ ШКОЛІ ТА УНІВЕРСИТЕТІ З ПОЗИЦІЙ ЖАНРОВОГО ПІДХОДУ

Background. In the last decade, the focus has been on improving science communication when presenting research results or teaching specific topics in school and university programs through student participation. A genre-based approach has been employed in both oral and written forms. In the context of educational reforms in Ukraine, secondary schools are actively adopting innovative teaching methodologies to provide students with a comprehensive scientific education. Undoubtedly, these advancements call for improvements in students' science communication skills. The objective of this paper is to present and discuss the outcomes of integrating science communication training in the genre of scientific presentation as part of the curriculum in high specialised schools and universities. The framework suggests employing Ukrainian language instruction based on a genre approach using a model developed by the authors. Method. The study was conducted based on the methodological principles outlined by Norman Wallen and Jack Fraenkel (2013). The empirical phase took place from January to April 2024, involving two 10th-grade students at Specialized School 277 of Kyiv. A total of 17 learners voluntarily participated in the experimental training. Additionally, 14 fourth-year bachelor's students from Taras Shevchenko National University of Kyiv, specialising in "Theory and Methodology of Teaching Ukrainian and Foreign Languages and Literature in Secondary School," participated in a final survey. The survey was conducted with the consent of the school and university students and did not impact their grades in any subjects. It was carried out in classrooms to mitigate external influences on the results. Results and discussion. The instructional methodology for enhancing students' science communication skills is implemented in four stages: 1) acquainting students with the features of scientific language style of in Ukrainian and the genre of scientific reporting as well as facilitating mastery of scientific terminology, phraseology, and metaphors; 2) providing guidance for the preparation of a scientific report in oral and written forms; 3) analysis of procedural, linguistic, and textual characteristics of science communication; 4) engaging students in a collective presentation and discussion of a scientific report. After the experimental training, roughly 92% of students grasped the structure of scientific reporting, and about 78% acquired scientific vocabulary and the principles of scientific communication. The accuracy in identifying scientific genres approached that of university students, reaching 89% of the total participants. Following the experimental training, approximately 92% of students demonstrated comprehension of the structure of scientific reporting, with around 78% acquiring scientific vocabulary and developing an understanding of the principles of science communication. The accuracy in identifying scientific genres among the participants reached 89%, approaching that of university students.

Preparing for epidemics. A strategy for strengthening social science skills in Africa

The Covid pandemic was a reminder of the need to be prepared for epidemics and pandemics and to take into account their socio-political dimensions by developing socioanthropological and interdisciplinary approaches. In the post-crisis era, the challenge is one of operationality. How can these dimensions be made more visible? How can we develop analyses that can help to humanize institutional responses, make inequalities visible to limit them during the crisis, reveal structural determinants of transmission, and define interventions that are scientifically sound, ethically just and respectful of diversity?Three strategies are relevant to meet these challenges: (1) more social scientists in Frenchspeaking Africa must get expertise on epidemics to investigate associated issues before, during and after epidemic crisis; (2) public health professionals, health and social workers must get informed about social, historical, economic and political aspects of epidemics that shape risk, care and control; (3) collaborations between researchers and those involved in responding to epidemics on the basis of shared knowledge must develop.This article presents a capacity-building initiative developed in French-speaking West Africa by the Anthropology of Emerging Epidemics Network (RAAE), in conjunction with other networks (Sonar-Global) and institutions (CRCF, IRD). It describes and analyzes a program that combines a working method, a scientific content and teaching tools. This program benefited from previous training experiences and gathered expertise from about 25 social scientists, mainly medical anthropologists, who have worked on various epidemics and pandemics such as AIDS, Ebola, plague, Covid and dengue in West Africa and beyond. The process to develop the course was based on workshops followed by redaction periods, then testings for content and tools during training sessions.The course focuses on two audiences: social science researchers (with a Master degree level and above) and social and health workers (public health, community health, NGOs, social workers). For the former, the course aims at reinforcing theoretical and methodological skills through the presentation of issues, key concepts, selected theoretical developments, themes and bibliographical references. For the latter, the course is based on modules about operational issues that can be taken separately, to better adapt the content of trainings to local teams' needs. For both, a glossary includes 100 definitions of public health, medical and social science vocabulary, relevant to epidemics. The content in terms of skills to be acquired (knowledge, know-how) is presented briefly in the article. Both the scientific content and learning methods and tools are presented in a manual (Desclaux et al., Anthropologie appliquée aux épidémies émergentes, 2022 [5]) as well as on Sonar-Global (English) and RAEE (French) websites (www.sonar-global.eu, www.raee.fr).The knowledge to be imparted is organized into 13 modules: introduction; the framework for responding to epidemics; emergence and One Health; antimicrobial resistance; infectious risk (inequalities, stigmatization and prevention); knowledge (circulation and interpretation); health services (places of risk and care); public health measures (lockdown and distancing); experiences (suffering of the sick and mobilization); death (meaning and rituals); vaccination (innovation, equity and hesitation); epidemic cycles (preparation, response and recovery); challenges, methods, ethics and governance; and conclusion.The first training courses held in Senegal and Burkina Faso for university researchers and young scholars from Africa and France were positively evaluated by the participants. They report that they have acquired knowledge in epidemic social science, but also in public health, which has given them the necessary basis for communicating and developing collaborations (in research and intervention) with social and health actors. The model could be duplicated with adaptation for new training sessions organized by other institutions, for which a manual is available.

“Cultural trauma”

The article examines the concept of “cultural trauma”, which appeared at the beginning of the 21st century as part of the process of searching for identity. The concept is defined as an evaluative metaphor. There are periods in the history of Russia that can be considered from the point of view of using this concept. It is shown how the historical and ideological disputes of the late twentieth century acquired the character of religious contradictions. A hypothesis is put forward as a result of what events the concepts of normal political science vocabulary lost their original meaning and turned into ideological templates.