Abstract:
The effect of teaching and learning science in native and/or foreign language has been explored by various literature studies. Studies have shown different results, however, minimal research investigation has been conducted in Lebanon. The purpose of this study is to explore the effect of language on Lebanese students’ conceptual understanding of science. The research design that was used in this study is a causal comparative design. It was considered to study differences among Lebanese students who learn science in native and foreign language. The results have shown that Lebanese students who learned the science unit “Light” in their native language, Arabic, had less misconceptions than the other Lebanese students who learned the unit in the foreign language, English. The outcome suggest that learning science in a foreign language can influence students conceptual understanding and hence student’s performance.
