Author Information
Zhanna Khaibulina, Aktobe Nazarbayev Intellectual School, KazakhstanGulzaru Korganbekova, Aktobe Nazarbayev Intellectual School, Kazakhstan
Abstract
This study explores the role of academic language in fostering students’ mastery of chemistry knowledge, skills, and competencies in middle school. Conducted with eighth-grade students in Kazakhstan, the project employed a lesson study framework to integrate academic language practices into regular classroom instruction. The interventions included systematic introduction of new terms with etymological analysis, maintenance of a chemistry glossary starting in Grade 7, short terminology dictations after major program units, and structured peer- and self-assessment activities. Data were collected through classroom observations, student surveys, formative assessments, and summative assessment of learning outcomes (СОЧ). Comparative analysis of first- and second-quarter results in the 2023–2024 academic year demonstrated measurable improvement: the average score increased by 6.0 points, while the percentage of students achieving high-quality results rose by 7.75%. Qualitative observations highlighted enhanced student engagement, stronger critical thinking, and greater awareness of assessment as a learning tool rather than solely an evaluative mechanism. The findings suggest that systematic integration of academic language not only improves subject knowledge retention but also supports the development of self-reflection and analytical skills among students. Furthermore, lesson study collaboration among teachers enabled continuous refinement of instructional strategies, aligning pedagogical practice with observed student needs. This experience contributes practical insights for teachers and educators seeking to strengthen academic language in subject-specific contexts, offering replicable methods to raise learning outcomes through deliberate focus on terminology, metacognitive awareness, and peer collaboration.
Comments
Powered by WP LinkPress