NotesFAQContact Us
Search Tips
ERIC Number: ED110303
Record Type: RIE
Publication Date: 1972
Pages: 119
Abstractor: N/A
Reference Count: N/A
An Investigation Into the Relationship Between Science Teaching and Language Usage.
Clark, Glenn Walter
This study was conducted to investigate the hypothesis that science teaching, properly done, could have an effect on language usage among elementary school students. A population of 14 fourth-grade classrooms was randomly divided into experimental and control groups. All teachers attended workshops for 90 minutes every two weeks throughout the school year. The workshops for experimental teachers consisted of training in the use of science materials, science concepts, and questioning techniques. In each class, a "typical" discussion situation and a science lesson were taped. The tapes were analyzed in terms of language usage and kinds of questions asked by the teachers. It had been expected that both the experimental group and the science context would lead to higher levels of language usage. This was not found to be true. Within the science context, however, significant differences in level of language were found in response to question categories labeled verification, observation and memory, and extension. It was also found that experimental teachers asked significantly more higher level, extension questions. In addition, a standardized language test was given before and after. A highly significant partial correlation was found between mean t-unit length and the post language scores when the effect of the language pretest was removed. (Author/MLH)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-30,609, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Stanford University