Use of astronomical literature—A report on usage patterns

In this paper we present a number of metrics for usage of the SAO/NASA Astrophysics Data System (ADS). Since the ADS is used by the entire astronomical community, these are indicative of how the astronomical literature is used. We will show how the use of the ADS has changed both quantitatively and qualitatively. We will also show that different types of users access the system in different ways. Finally, we show how use of the ADS has evolved over the years in various regions of the world.     

Engaging in vocabulary learning in science: the promise of multimodal instruction

To a science ‘outsider’, science language often appears unnecessarily technical and dense. However, scientific language is typically used with the goal of being concise and precise, which allows those who regularly participate in scientific discourse communities to learn from each other and build upon existing scientific knowledge. One essential component of science language is the academic vocabulary that characterises it. This mixed-methods study investigates middle school students’ (N?=?59) growth in academic vocabulary as it relates to their teacher’s instructional practices that supported academic language development. Students made significant gains in their production of general academic words, t(57)?=?2.32, p?=?.024 and of discipline-specific science words, t(57)?=?3.01, p?=?.004 in science writing. Results from the qualitative strand of this inquiry contextualised the students’ learning of academic vocabulary as it relates to their teacher’s instructional practices and intentions as well as the students’ perceptions of their learning environment. These qualitative findings reveal that both the students and their teacher articulated that the teacher’s intentional use of resources supported students’ academic vocabulary growth. Implications for research and instruction with science language are shared.