Students who enroll for the special access course in physics at the University of Cape Town generally do not speak English as first language and have experienced poor science teaching. As a consequence students experience a large range of difficulties in trying to learn physics. We discuss research carried out in two such areas (a) understanding of measurement and (b) engagement with the textbook. With regard to (a) an overview of the methodology, analysis framework and findings of previous work will be presented together with more recent preliminary findings regarding audience dependence when conveying measurement results. With regard to (b) the idea of writing chapter summaries was used to guide students through the book with the aim that the textbook would come to be valued an accessible resource. Findings from the analysis of the student summaries are presented.


  • Educational Technology > General
  • Education > General
  • Mathematics > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


NSDL,Education Foundations,Writing,Higher Education,educational technology,Mathematics,Physics Education Research,General Physics,scientific information systems,Graduate/Professional,Societal Issues,Measurement/Units,Social Sciences,Sample Population,PERC 2008,laboratory techniques,Textbook Engagement,Audience,research and development management,Background: English as a Second Language,student experiments,oai:nsdl.org:2200/20080905112812693T,History/Policy/Law,Physics,Computing and Information,Writing to Learn,Communication,General,International Issues,NSDL_SetSpec_439869,Measurement,Education,text analysis



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