SOLO taxonomy as EFL students’ disciplinary literacy evaluation tool in technology-enhanced integrated astronomy course
Language Testing in Asia, ISSN: 2229-0443, Vol: 9, Issue: 1
2019
- 2Citations
- 164Usage
- 88Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Metrics Details
- Citations2
- Citation Indexes2
- CrossRef2
- Usage164
- Downloads151
- Abstract Views13
- Captures88
- Readers88
- 88
Article Description
Whilst the role of disciplinary literacy in science, technology, engineering, and mathematics (STEM) education is becoming more prominent, there appears to be little adaptation or allowance made for English as a foreign or second language (EFL/ESL) students learning science in English, as well as no clear understanding of what comprises disciplinary literacy in science. In this article, we define the construct of disciplinary literacy in science education and justify the use of the Structure of the Observed Learning Outcome (SOLO) taxonomy (Biggs and Collis, Teaching for quality learning at university 1982) as a tool for measuring EFL students’ disciplinary literacy development. This SOLO taxonomy was trialled in a STEM integrated astronomy course enhanced with a digital storytelling approach. Data were collected from adolescent EFL students’ written responses in their pre- and post-Astronomy Diagnostic Test. The results show a positive change in participants’ science disciplinary literacy development and contribute to the understanding of the EFL/ESL students’ science disciplinary literacy development and assessment.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85076397914&origin=inward; http://dx.doi.org/10.1186/s40468-019-0095-6; https://languagetestingasia.springeropen.com/articles/10.1186/s40468-019-0095-6; https://ro.ecu.edu.au/ecuworkspost2013/7328; https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=8333&context=ecuworkspost2013; https://dx.doi.org/10.1186/s40468-019-0095-6
Springer Science and Business Media LLC
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