Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2256
Title: Language Formality, Learning Environments, and Student Achievment
Authors: Schoerning, Emily
Hand, Brian
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Schoerning, E. & Hand, B. (2012). Language Formality, Learning Environments, and Student Achievment. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 154-156). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: This study examines learning environments in traditional elementary science classrooms and elementary science classrooms that utilize Argument Based Inquiry (ABI) via the Science Writing Heuristic (SWH). The degree of formality used in classroom spoken language is characterized, and its impacts on learning environments and student outcomes are explored. It is found that distinctly different styles of language characterize traditional vs. SWH classrooms, and proposed that informal language has a positive impact on student achievement.
URI: https://doi.dx.org/10.22318/icls2012.2.154
https://repository.isls.org//handle/1/2256
Appears in Collections:ICLS 2012

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