Asia-Pacific Forum on Science Learning and Teaching, Volume 20, Issue 2, Article 9 (Jun., 2021) Rabia BATOOL, Gul Bahar CHACHAR & Unaeza ALVI The perception and experiences of teachers about language issues in the biology classroom Contents Next

The perception and experiences of teachers about language issues in the biology classroom

 

Rabia BATOOL¹, Gul Bahar CHACHAR^2,* and Unaeza ALVI³

¹Institute for Educational Development, The Aga Khan University Karimabad, Karachi, Sindh, PAKISTAN

Email: Rabiabatool.ed15@iba-suk.edu.pk

²Department of Education, Sukkur IBA University Nisar Ahmed Siddique Road, Sukkur, Sindh, PAKISTAN

*Corresponding Author's E-mail: Gulbahar.de@iba-suk.edu.pk

³Department of Education, Sukkur IBA University Nisar Ahmed Siddique Road, Sukkur, Sindh, PAKISTAN

Email: Unaeza.alvi@iba-suk.edu.pk

Received 11 Apr., 2021
Revised 27 Jun., 2021

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Contents

• Abstract
• Introduction
• Literature Review
  • Language Efficiency Facilitates the Learning
  • Language as a Way to Construct Personal Knowledge/Understanding
  • Essential Role of Language in Science Learning
  • Science Teaching and Learning: Language Challenges
  • Language Issues in Biology Classroom: Scientific Writing
• Methodology
• Research Method
• Research Questions
• Recruitment of Participants
• The Procedure of Data Collection and Analysis
• Results
  • Scientific Terminologies: Limited and Structured
  • Huge Conceptual Density in Biology
  • Lack of Conceptual Understanding of Scientific Concepts
  • Problem with Text Organization in Biology Textbooks
• Discussions
• Conclusion, Recommendations and Limitations
• References

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Abstract

This study examined the teaching-learning issues related to the language in the biology classroom. It has explored the main issues of biological language that encounter students and teachers in the teaching-learning processes. The objectives of the study were to explore the perceptions and experiences of secondary school teachers about language issues in the biology classroom. Therefore, a case study approach within qualitative research methods is used to explore the language issues in biology classrooms. The participants of the study were recruited through the purposive sampling technique. The observations were conducted to get familiar with the teaching practices of teachers. Further, semi-structured interviews were conducted to get in-depth information. The data were analyzed through thematic analysis. The study findings revealed that students and teachers face language issues in biology classrooms. It includes the structured vocabulary of biology, long spellings, and difficult processes, difficult to pronounce the long words. Most of the time, students write incorrect spellings due to the wrong word pronunciation that also leads to misconceptions of biological concepts. The implications of this study for teachers are discussed. This paper will inform the biology teachers and students about different issues encountered in biology classrooms. Similarly, this paper recommends the trainers integrate contextual relevant teaching methods that could overcome the above-mentioned language issues in the biology classroom.

Keywords: Perception, Experiences, Secondary School Teachers, Language Issues, Biology Classroom