ABSTRACT

Logical connectives are grammatical linkers that appear as essential components in the production of logical argumentation of inquiry and critical thinking in school science activities. However, these cohesive terms represent a language barrier for science student learning. Therefore, students’ lack in their understanding of academic connectives as well as their inability to properly use them in science school activities are fundamental issues concerning science teachers’ awareness of the particular difficulties students usually experience with this type of academic words. Thus, this study has aimed to help 11th grade science students to improve their ability to perform scientific writing in English and then to exemplify for science teachers how they can incorporate specific supporting language activities into their science lessons. Particularly, student reasoning enhancement has focused on giving them multiple exposures and opportunities to practice with logical connectives in an engaging context. This teaching support has successfully scaffolded student ability to gain knowledge on those terms, which has prompted their capacity to express themselves scientifically.

摘要

逻辑连接词是语法链接器，在学校科学活动中作为探究逻辑论证和批判性思维产生的重要组成部分出现。然而，这些连贯的术语代表了科学学生学习的语言障碍。因此，学生缺乏对学术连接词的理解以及无法在科学学校活动中正确使用它们是关系到科学教师对学生通常在使用此类学术词汇时遇到的特殊困难的认识的根本问题。因此，本研究旨在帮助 11 年级理科学生提高他们用英语进行科学写作的能力，然后为科学教师示范他们如何将特定的辅助语言活动纳入他们的科学课程。特别是，学生推理增强侧重于为他们提供多次接触和机会，在引人入胜的环境中使用逻辑连接词进行练习。这种教学支持成功地培养了学生获得这些术语知识的能力，从而促进了他们科学地表达自己的能力。