Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction

Amaral, Olga; Garrison, Leslie; Klentschy, Michael P.

doi:10.1080/15235882.2002.10668709

Cited by 140 publications

(93 citation statements)

References 4 publications

(1 reference statement)

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“…Despite this, the research is scant specifically regarding EL and EC students and the exploration of the relationship between academic language and overarching conceptual understanding in science. However, a few researchers (e.g., [12,13,[26][27][28][29][30]) have provided solid evidence that inquiry-based instructions increase, in particular, ELs' and ECs' conceptual understanding of science, particularly when literacy is connected to science instruction. The inquiry-based instruction referred to in our study includes engaging ELs and ECs in practices such as asking questions, planning investigations, developing models, and interpreting data, all while promoting language and literacy skills.…”

Section: Literacy-infused Inquiry-based Science For Els and Ecsmentioning

confidence: 99%

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

et al. 2018

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Abstract:The overarching purpose of our study was to compare performances of treatment and control condition students who completed a literacy-infused, inquiry-based science intervention through sixth grade as measured by a big idea assessment tool which we refer to as the Big Ideas in Science Assessment (BISA). First, we determine the concurrent validity of the BISA; second, we investigate the differences in the post-test of the BISA between treatment and control English Learners (ELs), controlling for their performance in the pre-test; third, we analyze the differences in the post-test of the BISA between treatment and control non-ELs, controlling for their performance in the pre-test; and fourth, we examine the relationship between students' English language proficiency as measured by standardized assessment, and their performance in the BISA among ELs and non-ELs, respectively. Our findings indicate: (a) literacy-infused science lessons with big ideas, implemented through the tested intervention, improved students' language acquisition and science concept understanding for ELs and economically challenged students (ECs); (b) there was a positive relationship between language and content for both ELs and non-ELs, with a similar magnitude, suggesting that students with a higher level of English proficiency score higher in science assessment; and (c) the lesson plans prepared were successful for promoting a literacy-infused science curriculum via a 5E Model (Engage, Explore, Explain, Elaborate, and Evaluate) that includes three to five of the Es used daily. A pedagogical approach for a literacy-infused science model with big ideas is proposed.

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Section: Literacy-infused Inquiry-based Science For Els and Ecsmentioning

confidence: 99%

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

et al. 2018

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“…Hands-on, inquiry-based science instruction provides learning opportunities for ELL students to develop scientific understanding, while also developing English proficiency, for a number of reasons (Amaral, Garrison, & Klentschy, 2002;Casteel & Isom, 1994;Merino & Hammond, 2001;Stoddart, Pinal, Latzke, & Canaday, 2002). First, hands-on activities are less dependent on formal mastery of the language of instruction, thus reducing the linguistic burden on ELL students.…”

Section: Science Inquiry Instruction With Ell and Low-ses Studentsmentioning

confidence: 99%

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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“…Some studies focused on hands-on, inquiry-based science with ELL students (Amaral, Garrison, & Klentschy, 2002;Lee, Deaktor, Hart, Cuevas, & Enders, 2005). Hands-on activities are less dependent on formal mastery of the language of instruction, thus reducing the linguistic burden on ELL students.…”

Section: Literature Reviewmentioning

confidence: 99%

Urban elementary school teachers' knowledge and practices in teaching science to English language learners

et al. 2007

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This study examined urban elementary teachers' knowledge and practices in teaching science while supporting English language development of English language learning (ELL) students. As part of a larger 5-year research project in the United States, the study involved 38 third-grade teachers who participated in the first-year implementation of a professional development intervention that consisted of curriculum units and teacher workshops. The study examined four areas-teacher knowledge of science content, teaching science for understanding, teaching science for inquiry, and teacher support for English language development-through a questionnaire, classroom observations, and postobservation interviews. Results indicate that teachers' knowledge and practices were generally within the bounds supported by the intervention; however, such knowledge and practices fell short of the goal of reform-oriented practices. The results provide insights for our ongoing intervention and other similar efforts and contribute to the emerging knowledge base on science and English language and literacy with ELL students.

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Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction

Cited by 140 publications

References 4 publications

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

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

Urban elementary school teachers' knowledge and practices in teaching science to English language learners

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