The science textbook : reading problems faced by Lebanese elementary students (Record no. 20215)

MARC details
000 -LEADER
fixed length control field 03102nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211092331.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Radwan, Nada Kamal
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The science textbook : reading problems faced by Lebanese elementary students
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 135 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Students all over the world are facing serious challenges in their attempt to learn science especially since the science textbook is still the main source of information and students’ ability to read to learn science is less than satisfactory. In fact, students who are both native and non-native speakers of English are faced with challenges and difficulties when they read to learn science from their textbooks (Wellington & Osborne, 2001). These difficulties include problems with scientific vocabulary (technical words) (Snow, 2010; Wellington & Osborne, 2001) and everyday words used in a scientific context (non-technical words) (Carlsen 2007; Wellington & Osborne, 2001). Non-native speakers of English are at an additional disadvantage since they need to learn two languages concurrently, the second language (English) and the language of science. The purpose of this study was to investigate the problems that Lebanese elementary level students who are non-native speakers of English face while reading their science textbooks. Participants in this study were 196 grade six students from six private elementary schools in the Beirut and Mount Lebanon area that use science textbooks published in Lebanon. All participating students took a multiple choice test and a grouping worksheet which examined their comprehension of technical and non-technical words. Moreover, 20 students were randomly selected for interviews during which they were asked to explain their answers in the grouping worksheet and to discuss the meanings of some of the problematic technical and non-technical words. Results of the study indicate that Lebanese students are facing serious difficulties with the comprehension of most of the technical and non-technical words. For example, most students found the technical words with multiple meanings challenging and resorted to the everyday definition of those words. Moreover, the majority of the participants assigned either opposite meanings or imprecise meaning and chose look-alike and sound-alike words when responding to the items of the test on non-technical words. Recommendations for future research and implications for practice are suggested.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire L’enseignement des Sciences Livres Scolaires Difficultés d'apprentissage
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education Sciences education Textbooks Learning Difficulties
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية تعليم العلوم الكتاب المدرسي الصعوبات التعلمية
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=102298">http://search.shamaa.org/FullRecord?ID=102298</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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