Learner conceptions of biological processes in a content and language integrated learning context

In science education, learner conceptions concern how students interpret and understand scientific issues. Recent research into learner conceptions acknowledges students’ knowledge, experiences, language, and resources that demonstrate scientific reasoning rather than their misunderstanding. In this study, we follow a functional approach to learner conceptions and explore the functions of language in constructing and representing students’ interpretations of scientific knowledge. The major theoretical framework guiding this research is the thematic pattern analysis theory (Lemke, 1990), which views scientific phenomena as the patterning of semantic relations (i.e., the relation between scientific concepts and its function). We aim to examine the emergence of learner conceptions and potential factors informing student thematic patterning of scientific issues. This study (research ethics reference number: 20200122) is situated in an undergraduate biology course that employed Content Language Integrated Learning (CLIL) in which equal emphasis was given on learning biological concepts and learning the languaging (i.e., appropriately using the thematic patterns) of the concepts. We focus on one written assignment in which students were asked to reason about the mechanism of Antidiuretic Hormone (ADH) in water transport in the scenario of water intoxification from extensive exercise and water consumption. The primary data included students’ written responses, question prompts, and marking schemes. Other textual data including textbooks, PowerPoint slides, and teacher notes were consulted to have a contextualized understanding of students’ responses. Preliminary analysis revealed a basic thematic pattern embedded in most students’ responses: EXERCISE (condition) --\u3e SWEATING (result/condition) --\u3e WATER LOSS (result/condition) --\u3e WATER CONSUMPTION (result/condition). We also identified different thematic patterns of student conceptions along each aspect of the basic pattern. To explore factors informing learner conceptions, we then compared the thematic patterns of students’ responses and the model answer, which helped demonstrate how implicit and conflicting thematic patterns incorporated in instructional materials may hamper students’ understanding of scientific concepts. For example, the notion of water may contain an implicit semantic relation of hyponym, i.e., water (subordinate term) as a specific type of molecule (superordinate category) composed of atoms; however, students may draw from their everyday experience and view water as a free-flowing substance. This study thus calls for biology teachers’ attention to the patterning of scientific representations. It also provides implications for science education in general and stimulates science teachers’ thinking in their language use in teaching scientific concepts. Works cited Lemke, J. (1990). Talking science: Language, learning, and values. Ablex Publishing Corporation. Tang, K. S. (2020). Discourse strategies for science teaching and learning: Research and practice. Routledge