Appropriating Scientific Discourse: Findings From Language Minority Classrooms

Rosebery, Ann S.; Warren, Beth; Conant, Faith R.

doi:10.1207/s15327809jls0201_2

Cited by 354 publications

(238 citation statements)

References 7 publications

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“…From this perspective, children are viewed as capable of conducting science inquiry when they are provided with appropriate instruction (Brown, 1992(Brown, , 1994Lehrer, Carpenter, Schauble, & Putz, 2000;Metz, 1995Metz, , 1997Rosebery, Warren, & Conant, 1992). Design researchers consider learning environments as essential ''engines'' of development and teachers as users of ''design tools'' to promote inquiry.…”

Section: Different Views On Children's Abilities To Conduct Science Imentioning

confidence: 99%

“…Grounded in sociology of science and cognitive science research, Rosebery and Warren conceived of science and scientific practices broadly beyond the narrow definitions of the Standards documents (Rosebery et al, 1992;Warren, Ballenger, Ogonowski, Rosebery, & Hudicourt-Barnes, 2001;Warren & Rosebery, 1996). Using the model of everyday practices of scientists, this research promotes children's sense-making in science.…”

Section: Different Views On Science Inquiry With Non-mainstream Studentsmentioning

confidence: 99%

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Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

et al. 2006

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This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on evaporation. The results indicate that students demonstrated enhanced abilities with some aspects of the inquiry task, but continued to have difficulties with other aspects of the task even after instruction. Although students from all demographic subgroups showed substantial gains, students from non-mainstream and less privileged backgrounds in science showed greater gains in inquiry abilities than their more privileged counterparts. The results contribute to the emerging literature on designing learning environments that foster science inquiry of elementary students from diverse backgrounds. ß

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Section: Different Views On Children's Abilities To Conduct Science Imentioning

confidence: 99%

Section: Different Views On Science Inquiry With Non-mainstream Studentsmentioning

confidence: 99%

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

et al. 2006

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“…Cultural difference models underlie much of the scholarship in science education that is concerned with issues of diversity. For example, there is now considerable research on how students' home languages and home cultures can be better accessed in the science classroom to improve both student understanding of, and student engagement in science (Aikenhead, 2001;Lee & Fradd, 1998;Rosebery, Warren, & Conant, 1992). Cultural difference models can thus be both informative and useful in creating academic interventions to support the learning of culturally and linguistically diverse students.…”

Section: Cultural Modelsmentioning

confidence: 99%

Creating a culture of academic success in an urban science and math magnet high school

Buxton

2005

Sci. Ed.

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This paper reports on a 3-year study of a half-day urban magnet high school founded upon a desire to provide rigorous science, math, and technology experiences to students who would not otherwise have access to such educational opportunities. Using the theoretical lens of how a model of an educated person gets culturally produced within the school setting, I attended to: (1) the institutional construction of preferred student identity, (2) ways in which students in the school both took up and transformed this identity, and (3) how these student initiatives played a role in gradual institutional shifts in student expectations. Four constructs---learning, achievement, resistance, and success---were found to play significant roles in how the qualities of an educated person were negotiated through practice in attempts to create a culture of academic success in science and mathematics. These findings have implications for teaching and learning in other urban school settings.

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“…Th e Cheche Konnen Project identifi ed several concerns of education for ELL students. Roseberry, Warren, and Conant (1990) concentrated on the promotion of science to students that have never studied it before and who may have had little schooling at all. Th e aim of this project was to provide the students with the opportunity to practice science as experienced by scientists.…”

Section: Integrative Teaching Strategies For the Inclusive Classroommentioning

confidence: 99%

“…Hands-on activities, in which the students are involved in the planning of the activity, have been demonstrated to benefi t ELL children (Roseberry et al, 1990). Such activities were emphasized and practiced in this fi rst-year teacher's preparation program, and thus the implementation of these strategies became something we sought to explore with her (Meeting Notes #1).…”

Section: Teaching Strategiesmentioning

confidence: 99%

Preparing teachers to create a mainstream science classroom conducive to the needs of English‐language learners: A feminist action research project

et al. 2005

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A feminist action research team, which consisted of a science educator, an English‐language learner (ELL) educator, a first‐year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle‐level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle‐level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non‐ELL children; and (c) student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1013–1031, 2005

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Appropriating Scientific Discourse: Findings From Language Minority Classrooms

Cited by 354 publications

References 7 publications

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

Creating a culture of academic success in an urban science and math magnet high school

Preparing teachers to create a mainstream science classroom conducive to the needs of English‐language learners: A feminist action research project

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