Causes and effects of science practical activities on the behavior and science language for non- speaking English students in secondary school

Title: Causes and effects of science practical activities on the behavior and science language for non- speaking English students in secondary school

Background

Science is one imperative subject of today’s time and there are certain accounts that practical activities relating to science adaptation for non-speaking English students have lead to causes and effects of the phenomenon, wherein research is a precise option of knowing how science activities impact certain behaviors and science languages of such secondary students from science oriented schools located in Brunei Darussalam.

Research aims

The aim of research is to amiably provide precise discussion and analysis of causes and effects of science practical activities on the side of behavior and science language determination of the non-speaking English students. Another, is to critically appraise and put into preliminary research salient and relevant studies presented by various authors and proponents, to enclose an organized literature review of the topic in focus. To be able to apply effective methods both primary and secondary research base thus, noting degree of quantitative as well as qualitative measures and domains. Then, to provide, create desirable research outcomes, findings and interpretations in lieu to methodology usage. Research will account to specific responses of research participants, comprising as a core subjects of overall research process. Aside, there aims to arrive at effective and factual information in detail and be in part of findings presentation, summary, conclusion, implications and recommendations.

Literature Review

The development and use of language functions such as describing, predicting, hypothesizing, reasoning, explaining, and reflecting, parallel the processes used in the learning of science (1994; 1998; 1985). Inquiry science, which promotes students’ construction of meaning through exploration of scientific phenomenon, observations, experiments, and hands-on activities, provides an authentic context for language use ( 1996).

Prior integration of science with other subjects has focused on the integration of mathematics and science ( 1998; 1998), the integration of science with reading and writing ( 1994; 1994; 1994; 1994; 1994; 1994). Analyses of issues related to the integration of second language development with inquiry instruction are in the early stages ( 1999).

Research designs and methodology

The need to employ longitudinal research design to examine science practical activities in lieu to behavior and science language patterns found within non-speaking English secondary students. The longitudinal design will allow research to explore the extent to which students are able to generate and sustain science activities for effective and practical application, and how science impact their learning ways (2001; 2001). Thus, important to examine impact of science towards students who find it hard to speak English since, it is a fact that science and English language go hand in hand in providing education success and award winning curriculum. Research will analyze primary and secondary data and to discuss and report whatever outcomes there will be, case study survey also applies in research, putting in a total of 50 science teachers engaged in inculcating science activities for non-speaking English students, survey statements of around 15 thus, asking them possible behavior shown by these students in support to practical tests in science, how students behave academically, considering oral and written tests, exams and quizzes done in science laboratories ( 2001). Strength of this research is the use of longitudinal design to examine impact of science based education, continued research will indicate areas in which teacher change is considered and other areas resisting change. The research findings will contribute to developing effective professional development approaches that promote the science achievement of secondary students, as culturally and linguistically diverse.

Conclusion

The research will focus on how non-speaking English students perceive connections between inquiry science instruction and language development provided by teachers, relating to education of non-speaking English language learners, the learners engage in authentic communicative interactions, justifying, and argumentation which promote purposeful language ( 1998) communicate their understanding in variety of formats, in writing, orally, drawing and creating tables and graphs (1998). Indeed, causes and effects within science subject areas have overarchinggoal of achieving high academic standards for students.Although much is known about what constitute high academic standards, little attention has been given to the attainmentof educational equity for students, agenda for research, practice, and policyin promoting high standards for students across science subjectareas.

Timescale

Task # 1: Prepare survey questionnaire

Task # 2: Set-up interview appointments with respondents and confirm

Task # 3: Contact contractor management teams for information

Task # 4: Conduct survey

Task # 5: Conduct interview with respondents

Task # 6: Data Analysis

Task # 7: Follow-up in case data gathering is insufficient

Task # 8: Write-up

Week 1