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Utilising Data-driven Learning in Chemistry Teaching: a Shortcut to Improving Chemical Language Comprehension

Rees, S.W.; Bruce, M.; Bradley, S.

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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

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