Document Type

Journal Article

Publication Title

Language Testing in Asia

Publisher

Springer

School

School of Education

Comments

Chubko, N., Morris, J. E., McKinnon, D. H., Slater, E. V., & Lummis, G. W. (2019). SOLO taxonomy as EFL students’ disciplinary literacy evaluation tool in technology-enhanced integrated astronomy course. Language Testing in Asia, 9, Article 19. Available here

Abstract

Whilst the role of disciplinary literacy in science, technology, engineering, and mathematics (STEM) education is becoming more prominent, there appears to be little adaptation or allowance made for English as a foreign or second language (EFL/ESL) students learning science in English, as well as no clear understanding of what comprises disciplinary literacy in science. In this article, we define the construct of disciplinary literacy in science education and justify the use of the Structure of the Observed Learning Outcome (SOLO) taxonomy (Biggs and Collis, Teaching for quality learning at university 1982) as a tool for measuring EFL students’ disciplinary literacy development. This SOLO taxonomy was trialled in a STEM integrated astronomy course enhanced with a digital storytelling approach. Data were collected from adolescent EFL students’ written responses in their pre- and post-Astronomy Diagnostic Test. The results show a positive change in participants’ science disciplinary literacy development and contribute to the understanding of the EFL/ESL students’ science disciplinary literacy development and assessment.

DOI

10.1186/s40468-019-0095-6

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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