Professor Simon Rees simon.rees@durham.ac.uk
Professor
Utilising Data-driven Learning in Chemistry Teaching: a Shortcut to Improving Chemical Language Comprehension
Rees, S.W.; Bruce, M.; Bradley, S.
Authors
Professor Megan Bruce megan.bruce@durham.ac.uk
Director Of Combined Honours
Professor Steven Bradley s.p.bradley@durham.ac.uk
Professor
Abstract
This article describes the development of the FOCUS project and specific pedagogical strategies to improve understanding of the language of chemistry. The importance of language comprehension skills for success in learning chemistry has recently been highlighted by Pyburn et al. (2013). The FOCUS project has involved the construction of a database of student writings (from foundation to Ph.D. level) to create a corpus that can then be analysed for the occurrence of key words in context. Using the principles of concordance and data-driven learning (where student becomes language researcher) a number of teaching activities have been developed to enhance the understanding of subject-specific language for both home and international students studying on a foundation level Chemistry course.
Citation
Rees, S., Bruce, M., & Bradley, S. (2014). Utilising Data-driven Learning in Chemistry Teaching: a Shortcut to Improving Chemical Language Comprehension. New Directions in the Teaching of Physical Sciences, 10(1), 12-19. https://doi.org/10.11120/ndir.2014.00028
Journal Article Type | Article |
---|---|
Publication Date | Jun 1, 2014 |
Deposit Date | May 2, 2014 |
Publicly Available Date | Apr 2, 2015 |
Journal | New Directions in the Teaching of Physical Sciences |
Print ISSN | 1740-9888 |
Electronic ISSN | 2051-3615 |
Publisher | University of Leicester Open Journals |
Peer Reviewed | Peer Reviewed |
Volume | 10 |
Issue | 1 |
Pages | 12-19 |
DOI | https://doi.org/10.11120/ndir.2014.00028 |
Public URL | https://durham-repository.worktribe.com/output/1465721 |
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