This article presents the development and testing of a content-based video exchange model as a motivating means to introduce lower secondary English learners to English as the language of science. The central goal was that students reach the required curricular content knowledge despite learning some of the content in a foreign language. The model was tested in German seventh-grade classes (n = 133), in which the students communicated with U.S. eighth-graders on the topic of ecology. Following field trips to a forest and a desert ecosystem, students presented and compared biotic and abiotic data in videos. The German students’ content knowledge and their motivation were assessed in a pretest/posttest design. They met the curricular outcome requirements, and their motivation was remarkably high at both test times. We discuss implications for further application of the exchange model.
Using English as the Language of Science: An International Peer Video Exchange on Ecology
NINA MEYERHÖFFER (firstname.lastname@example.org) has recently earned a PhD from the Department of Biology Education (Institute of Organismic and Molecular Evolution), Johannes Gutenberg-University, Mainz, Germany.
DANIEL C. DREESMANN (email@example.com) is a University Professor from the Department of Biology Education (Institute of Organismic and Molecular Evolution), Johannes Gutenberg-University, Mainz, Germany.
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Nina Meyerhöffer, Daniel C. Dreesmann; Using English as the Language of Science: An International Peer Video Exchange on Ecology. The American Biology Teacher 1 March 2021; 83 (3): 154–160. doi: https://doi.org/10.1525/abt.2021.83.3.154
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