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Durham Research Online
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Utilising data-driven learning in chemistry teaching : a shortcut to improving chemical language comprehension.

Rees, S.W. and Bruce, M. and Bradley, S. (2014) 'Utilising data-driven learning in chemistry teaching : a shortcut to improving chemical language comprehension.', New directions., 10 (1). pp. 12-19.

Abstract

This article describes the development of the FOCUS project and specific pedagogical strategies to improve understanding of the language of chemistry. The importance of language comprehension skills for success in learning chemistry has recently been highlighted by Pyburn et al. (2013). The FOCUS project has involved the construction of a database of student writings (from foundation to Ph.D. level) to create a corpus that can then be analysed for the occurrence of key words in context. Using the principles of concordance and data-driven learning (where student becomes language researcher) a number of teaching activities have been developed to enhance the understanding of subject-specific language for both home and international students studying on a foundation level Chemistry course.

Item Type:Article
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Status:Peer-reviewed
Publisher Web site:http://dx.doi.org/10.11120/ndir.2014.00028
Date accepted:No date available
Date deposited:02 April 2015
Date of first online publication:June 2014
Date first made open access:No date available

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