The Relationship Between Science Education and Language Development.

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  • Additional Information
    • Peer Reviewed:
      N
    • Source:
      24
    • Subject Terms:
      Cognitive Ability; Educational Research; Elementary Education; Elementary School Science; Experiential Learning; Language Acquisition; Language Skills; Learning Activities; Science Activities; Science Education
    • Abstract:
      Reported is a study on hypothesis formation related to the possible relationship between skills involved in acquiring language and those in an activity-based science program. The data were analyzed by both a science educator and a linguist for possible correlation between the cognitive ability to formulate good hypotheses and the ability to produce increasingly more complex syntatic structures. The paper reports evidence from other studies indicating that children involved in one of the newer activity courses tend to improve in language art skills. Two intact sixth grade classes participated in the study; one of which served as the control. The treatment consisted of 12 film sessions and 6 discussion sessions, all related to inquiry development and instruction on how to formulate hypotheses. It was evidenced that the students involved in the treatment did indeed improve in their ability to hypothesize, a cognitive skill considered central to the learning of science. Among the theoretical implications of the study is one that challenges the view that an individual who is successful in science is generally not as proficient in language-centered activities, or the converse. Evidence of the studies reflects this. (EB)
    • Notes:
      Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 19-23, 1976)
    • Journal Code:
      RIESEP1976
    • Publication Date:
      1976
    • Accession Number:
      ED123112