Language Formality, Learning Environments, and Student Achievment

Schoerning, Emily; Hand, Brian

Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2256

Full metadata record

DC Field	Value	Language
dc.contributor.author	Schoerning, Emily
dc.contributor.author	Hand, Brian
dc.date.accessioned	2020-01-08T16:50:46Z
dc.date.accessioned	2020-01-08T22:03:45Z	-
dc.date.available	2020-01-08T16:50:46Z
dc.date.available	2020-01-08T22:03:45Z	-
dc.date.issued	2012-07
dc.identifier.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.	en_US
dc.identifier.uri	https://doi.dx.org/10.22318/icls2012.2.154
dc.identifier.uri	https://repository.isls.org//handle/1/2256	-
dc.description.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.	en_US
dc.language.iso	en	en_US
dc.publisher	International Society of the Learning Sciences (ISLS)	en_US
dc.title	Language Formality, Learning Environments, and Student Achievment	en_US
dc.type	Short Papers	en_US
Appears in Collections:	ICLS 2012

Files in This Item:

File	Size	Format
154-156.pdf	128.38 kB	Adobe PDF	View/Open

Show simple item record

ISLS Repository