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首页> 外文学位 >A Study To Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy In An EFL (English as a Foreign Language) Environment.
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A Study To Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy In An EFL (English as a Foreign Language) Environment.

机译：确定教师在EFL（英语作为外语）环境中培养科学素养的自我报告的教学策略的研究。

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摘要

This research titled 'A Study to Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy in an EFL (English as a Foreign Language) Environment' is an ethnographic study based on grounded theory principles and research design. The essence of the research was to answer five research questions that would ultimately create a foundation for instructional strategies allowing science instructors to foster science literacy in an EFL environment. The research attempts to conceptualize the research participants' instructional strategies that promote strong science literacy skills. Further to this, consider the complexities that this learning environment inherently offers, where the learning event is occurring in an English environment that is a second language for the learner. The research was designed to generate personal truths that produced common themes as it relates to the five research questions posed in this thesis; what instructional strategies do current post secondary science instructors at one College in Qatar believe foster science literacy in an EFL environment? As well, do science instructors believe that total immersion is the best approach to science literacy in an EFL environment? Is the North American model of teaching/learning science appropriate in this Middle Eastern environment? Are the current modes of teaching/instruction optimizing student's chances of success for science literacy? What do you feel are the greatest challenges for the EFL learner as it relates to science?
机译：这项名为“确定教师在EFL（英语作为外语）环境中培养科学素养的自我报告教学策略的研究”是一项基于扎根理论原理和研究设计的民族志研究。该研究的实质是回答五个研究问题，这些问题最终将为指导策略奠定基础，从而使科学指导者可以在EFL环境中培养科学素养。该研究试图将促进强大的科学素养技能的研究参与者的教学策略概念化。除此之外，考虑这种学习环境固有的复杂性，其中学习事件是在英语环境中发生的，英语环境是学习者的第二语言。该研究旨在产生与本论文提出的五个研究问题相关的共同事实的个人真理。卡塔尔一所学院的现任大专科学老师认为什么样的教学策略可以在EFL环境中培养科学素养？同样，理科教师是否认为完全沉浸是在EFL环境中提高科学素养的最佳方法？在这种中东环境中，北美的教学/学习科学模式是否合适？当前的教学模式是否可以优化学生的科学素养成功机会？您觉得与科学有关的EFL学习者面临的最大挑战是什么？

著录项

  • 作者

    Noseworthy, Mark Joseph.;

  • 作者单位

    Memorial University of Newfoundland (Canada).;

  • 授予单位 Memorial University of Newfoundland (Canada).;
  • 学科 Education English as a Second Language.;Education Sciences.
  • 学位 M.Ed.
  • 年度 2011
  • 页码 245 p.
  • 总页数 245
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 普通生物学;
  • 关键词

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