CC BY
20
UDK 372.857
Serikbay Balym
Biology student I.Altynsarin ArkPI Arkalyk, Kazakhstan Scientific supervisor: Korazbekova Karlygash
PhD, senior lecturer I.Altynsarin ArkPI Arkalyk, Kazakhstan
FORMATION OF ACADEMIC LITERACY AND ITS IMPORTANCE IN BIOLOGICAL EDUCATION
Abstract
Academic literacy involves reading enough to answer questions, memorizing, synthesizing, analyzing, summarizing and evaluating the content of information, as well as discussion skills, skills of participation in a seminar. We conducted the survey work with grades 9-11 at General secondary school named after Dinmukhamed Kunayev in the Turkestan region to check the academic literacy of future university students. Based on the results of the survey and interview, we realized that students need additional knowledge that can be gained by introduction of the discipline "academic literacy". Because, academic literacy is metasubject competence, non-structural knowledge that combines both traditional knowledge and intellectual, communicative and worldview skills.
Keywords:
Academic literacy, communication in English, academic writing, scientific text
Literacy is the acquisition by a person to a certain extent of reading and writing skills in accordance with the grammatical norms of their native language. One of the main indicators of socio-cultural development of the population.The concept of academic literacy has been widely used in the Western education system for many years, where it occupies one of the main places in determining the level of preparation of an individual for academic activity, as well as the level of qualification of a specialist and the degree of his professional competence. Thus, the basis of academic literacy is: first, working with different "languages", and secondly, understanding the differences between these "languages". The term" academic literacy " is widely used in the world education system.
Today, the development of literacy for Kazakhstan is just beginning, and it is a new world. After all, Western countries have long taken into their own hands the fact that the future of the nation is not only educated, but also literate. For the future of our country, it is our duty not only to tell us what level of literacy our descendants should be, but also to prove and clarify in practice.
Academic literacy is a complex structured knowledge that combines metasubject competence, knowledge and worldview, intellectual and communication skills. We define it as the ability to work effectively in a multilingual academic environment: to realize intercultural communication on the basis of professional education to texts of various genres, to increase the competence of critical thinking, self-education for reading and professional purposes, to understand and accept the values of the academic community and to take responsibility for the result of learning [2].
Among the approaches to determining academic literacy in the field of a foreign language, the most common in the field of higher educational methods of teaching a foreign language is the training of orientation to the model of reading skills (applied approach, study skills model) [1].
The use of English in biology, giving tasks in English increases students' motivation to learn English. Language learning takes on a more purposeful form, as language is used to solve specific communication problems. Students are forced to work with a fairly large amount of language material, that is, they need to feel immersed in the language environment. In addition, when studying certain topics, students should learn terms and speech cliches, which expands their vocabulary and prepares them for the use and application of the knowledge gained in the future when acquiring their chosen specialty [3].
Today, the most important issue is the improvement of literacy in any field.That is, I want to introduce the course "academic literacy" in biology and apply the issues of its correct and effective use.
How do we understand the concept of "academic literacy" in biology?
Academic literacy in biology:
• correct perception of the first understanding;
• correct reading of terms;
• term correct memorization of words;
• is expressed in the creation of essays, scientific papers, etc.related to the topics.
The object of the study was "General secondary school named after Dinmukhamed Kunayev" in the village of Chubar, Ordabasinsky district, Turkestan region. We conducted the survey work with grades 9-11. Because for the same reason, we chose graduating classes to check the readiness of future students to study at the University. The survey covered 6 points. Its points 1 and 2 are based on students' expression of their thoughts, and the remaining points 3, 4, 5 and 6 are options for marking the answer.
1.I think "academic literacy" means -
On the first question, the full and accurate presentation of the game by students made up 40% of respondents. 30% of students who did not fully present the game, but had initial knowledge of "academic literacy", 1 respondent who wrote the wrong answer, and 20% of respondents who did not fill out the answer line at all. This means that more than half of 9th grade students do not have the concept of "academic literacy".
2. Academic Literacy is what I need. Because,_
The second question is that respondents were required to write their own version of why they need academic literacy. To this question, 40% of respondents answered "for communication with people", "for good communication in society", "for respect for people", 30% of respondents attributed this directly to the study of the lesson, that is, a good study of the lesson, an increase in the level of knowledge. 1 respondent associated with Education wrote: "show yourself to be cultured, educated in any environment," and the remaining 20% of students even offered different answers.
3.Ifind it difficult to study biology in English.
a) yes; b) no; c) I find it difficult to answer d) depending on the topic of the lesson.
On the third question, students had to choose one of the 4 options that were given to them. "To the hidden question" I find it difficult to study biology in English", students had to choose one of the answers:" Yes"," No"," I find it difficult to answer "and" depending on the topic". 20% of students noted that it is difficult to study in English, while 50% of students (half of respondents) said that it is not difficult to study in English at all. 10% of students found it difficult to "answer", that is, they were not ready to give a specific answer, while the remaining 20% chose an answer that depends on the topic of the lesson in English.
4. I need to pass Biology in English....
a) uninteresting because I don't understand English.
b) interesting because the language allows you to learn.
c) it doesn't make much difference to me.
d) reduces my interest in the lesson.
e) my interest in the lesson increases.
The fourth question was designed to test students' interest in the lesson. "I need to pass Biology in English...." when continuing the sentence, 10% of students
a) uninteresting, because I do not understand English-50%, indicating that the reason for this is that the child does not understand the language, showing that the teacher can not get any knowledge from the lesson, which reduces his interest in the lesson
b) interesting because the language allows you to learn. this means that the use of CLIL technology in biology classes increases students ' interest in the lesson.For 20% of students , this showed that there was no significant difference, 10% - reduced student interest, and 10%- increased student interest for unknown reasons.
5.For me, the subject" academic literacy " is included in the school curriculum as an optional subject.... (you can choose from several answers)
a) the term will allow you to read/memorize words correctly.
b) it would open the way for us to try to do research in biology class.
c) it would be an excellent opportunity to learn how to create scientific papers and biological texts.
d) an opportunity to learn about biological phenomena occurring in the world.
e) it would help to write competently,read,and express your thoughts clearly.
I) a subject that doesn't matter to me.
For me, the fifth subject "academic literacy" is included in the school curriculum as an optional subject.... "there was a job to continue the sentence. This point is multi-answer, i.e. it is allowed to select several answers from the 6 options provided. The leading option in the selection of answers was E (it would help to write correctly, read, express your thoughts clearly), 70% of children chose this answer because of the current competent writing, reading, speaking, and Game delivery. In the 2nd place among the selection of answers option A (the term would be the ability to read/memorize words correctly.) There are reasons why this answer is often chosen, because many terms in biology are not used in Kazakh, as most of them are directly translated from foreign languages. For this reason, the words in the foreign discussion are striking and have a significant impact on students ' memory.Next, B (which would open the way to research in biology lessons) and C (which would be an excellent opportunity to learn how to create scientific papers, biological texts) 20% - y chose this option. They say that by including optional lessons in the school curriculum, children will be able to conduct research and learn to compose texts in a scientific way. That is, it shows that children are interested not only in education, but also in science. Among the respondents, there was only 1 student who was interested in keeping up to date with the biological discoveries that are taking place in the world, except for the book installed in the walls of the school. He noted that if he is aware of the news of the world in the field of this subject, he intends to make a contribution to science in the future. One thing is for sure: there are no respondents who are not interested in the subject.
6. Inclusion of'academic literacy" as an optional subject...
a) I support b) do not support
On the sixth and last question, students were asked to find out whether they support or do not support the inclusion of'academic literacy" as an optional subject. 80% of respondents clearly supported it, and 20% of students expressed their dissatisfaction.
Based on the results of the survey and interview, we realized that students need additional knowledge. As proof of this, we noticed that students formed a misconception about academic literacy in the course of questionnaires and interviews. Analyzing this result, taking into account the needs and interests of students and the difficulties they face when studying biology, we came to the decision to introduce the discipline "academic literacy" in schools in Kazakhstan.
The formation of academic literacy is the development of not only reading and writing skills, but also a certain way of thinking that corresponds to a particular cultural environment. Thus, we can talk about the importance of written speech as a social practice in the formation of a discursive model of academic literacy and the ability to become a full member of the community. Formed writing skills directly affect students' academic performance and contribute to their successful socialization. We believe that academic literacy is metasubject competence, non-structural knowledge that combines both traditional knowledge and intellectual, communicative, and worldview skills.
Used literature:
1. Dinaeva B. B., Sapina S. M. Akademiyalyk sauattylyktyn teoriyalyk zhane praktikalyk negizderi. Oku kuraly. Tolyktyrylgan 2-basylym / B. B. Dinaeva, S. M. Sapina. - Nur-Sultan, 2020.
2. Korotkina I. B. Literacy in the age of information technologies : in search of conceptual unity / I. B. Korotkina// Education and Society - 2009.
3. Kovaleva G. S. Possible directions for improving general education to ensure the innovative development of the country (based on the results of international studies of the quality of general education): Materials for the meeting of the RAO Presidium on June 27, 2018.
© Serikbay Balym, 2021
