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THE ROLE OF INTEGRATED ACTIVITIES TO DEVELOP WRITING COMPETENCE ...
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THE ROLE OF INTEGRATED ACTIVITIES TO DEVELOP WRITING COMPETENCE ...
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Vocabulary knowledge predicts individual differences in the integration of visual and linguistic constraints
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Using Digital Games in the Science Classroom
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In: Boise State University Theses and Dissertations (2021)
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Abstract:
High school science classes can be difficult for students to be successful in because of the content-specific vocabulary and the expectation of prior knowledge in the subject area that teachers have of their students. The use of digital games in the classroom can provide teachers with the tools to help students scaffold their learning and better grasp the vocabulary necessary to be successful in science class. The purpose of this mixed methods study was to focus teachers’ and students’ perceptions of digital games in the high school science classroom on vocabulary development, scaffolding learning by activating prior knowledge, and self-efficacy. Findings suggest that teachers and students believed that using digital games positively impacted the development of vocabulary knowledge and helped scaffolding learning. Some students found that their levels of self-efficacy were positively impacted by using digital games in their science classes. Teachers can use these findings to make informed decisions about how to integrate digital games into their science curriculum.
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Keyword:
activating prior knowledge; digital games; scaffolding learning; Science and Mathematics Education; self-efficacy; vocabulary development; vocabulary knowledge
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URL: https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=2941&context=td
https://scholarworks.boisestate.edu/td/1806
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Patterns of Literacy Among Young ELLS: Transitioning From Early to Academic Literacy ...
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METACOGNITIVE STRATEGY IN TEACHING ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES AND READING COMPREHENSION AMONG SENIOR HIGH STUDENTS ...
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METACOGNITIVE STRATEGY IN TEACHING ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES AND READING COMPREHENSION AMONG SENIOR HIGH STUDENTS ...
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The effects of read-aloud assistance, vocabulary and background knowledge on comprehension of health-related texts of Sri-Lankan English as second language speakers
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 133–147 ; 2399-9101 (2021)
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Exploring the evolution in oral fluency and productive vocabulary knowledge during a stay abroad
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 101–114 ; 2399-9101 (2021)
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Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
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In: Early Childhood Research Quarterly ; 49 ; 269-281 (2021)
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The coverage comprehension model, its importance to pedagogy and research, and threats to the validity with which it is operationalized
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McLean, Stuart. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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Does input modality matter when learning vocabulary in English as a foreign language?
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The role of input modality when acquiring L2 English vocabulary. An analysis of the most effective input mode in the FL classroom
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Conocimiento y uso en Gran Canaria de canarismos compartidos con las islas de La Palma y Tenerife
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Exploring the Contributions of Word Knowledge and Figural Reasoning Ability to College Students' Performance on a Measure of Relational Reasoning with Words
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Extensive reading in an EFL classroom: Impact and learners’ perceptions
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 109-131 (2021) (2021)
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An exploratory study on the aspects of vocabulary knowledge addressed in EAP textbooks
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In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021)
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