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The role of language in science education: Some reflections from Fiji

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Abstract

One of the issues identified in a recent study of science teaching and learning in Fiji's primary and secondary schools was the problems faced by students in coping with scientific terminology, and in expressing ideas in their own words (Muralidhar, 1989). In this paper, some examples from the study are used to illustrate the extent of the problem and to discuss the implications for teaching and learning science. It is argued that the quality of communication is an important factor in promoting the understanding of science, especially when the main sources of information for the majority of students are the textbook and the teacher.

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Authors and Affiliations

  1. School of Humanities, The University of the South Pacific, GPO Box 1168, Suva, Fiji

    Srinivasiah Muralidhar (Senior lecturer in science education, and Head)

Authors
  1. Srinivasiah Muralidhar
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Additional information

Specializations: Science teacher education, curriculum in action, problem solving, curriculum evaluation, naturalistic research.

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Muralidhar, S. The role of language in science education: Some reflections from Fiji. Research in Science Education 21, 253–262 (1991). https://doi.org/10.1007/BF02360479

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  • DOI: https://doi.org/10.1007/BF02360479

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