Measuring and comparing academic language development and conceptual understanding via science notebooks

Huerta, Margarita; Tong, Fuhui; Irby, Beverly J.; Lara‐Alecio, Rafael

doi:10.1080/00220671.2014.992582

Cited by 16 publications

(12 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Despite its potential benefits, there remain concerns and contradictory findings regarding the effectiveness of inquiry instruction with ELL students. First, ELL students may lack sufficient English proficiency to benefit fully from inquiry instruction (August et al, 2009; Bresser & Fargason, 2013; Huerta, Tong, Irby, & Lara-Alecio, 2016). Despite using multimodal approaches to pedagogy, inquiry instruction still has heavy linguistic demands, requiring students to generate predictions, communicate their findings, and engage in meaningful scientific discourse.…”

Section: Concerns Regarding the Effectiveness Of Inquiry Instruction mentioning

confidence: 99%

Is Inquiry Science Instruction Effective for English Language Learners? A Meta-Analytic Review

Estrella

Jaeggi

et al. 2018

AERA Open

View full text Add to dashboard Cite

Despite being among the fastest growing segments of the student population, English Language Learners (ELLs) have yet to attain the same academic success as their English-proficient peers, particularly in science. In an effort to support the pedagogical needs of this group, educators have been urged to adopt inquiry approaches to science instruction. Whereas inquiry instruction has been shown to improve science outcomes for non-ELLs, systematic evidence in support of its effectiveness with ELLs has yet to be established. The current meta-analysis summarizes the effect of inquiry instruction on the science achievement of ELLs in elementary school. Although an analysis of 26 articles confirmed that inquiry instruction produced significantly greater impacts on measures of science achievement for ELLs compared to direct instruction, there was still a differential learning effect suggesting greater efficacy for non-ELLs compared to ELLs. Contextual factors that moderate these effects are identified and discussed.

show abstract

Section: Concerns Regarding the Effectiveness Of Inquiry Instruction mentioning

confidence: 99%

Is Inquiry Science Instruction Effective for English Language Learners? A Meta-Analytic Review

Estrella

Jaeggi

et al. 2018

AERA Open

View full text Add to dashboard Cite

show abstract

“…Although Fulton and Campbell (2004) found connections between science notebook use and emotion and science learning, often through the use of personalization, and Wulf et al (2013) use of science notebooks in an informal setting showed connections to fostering a positive science identity, our results suggest that these results may not apply in all informal settings. In addition, researchers utilized science notebooks to support writing through reflections (Fulton & Campbell, 2004) and other structured writing activities (Huerta et al, 2016) and found improved conceptual scores. While the prior studies suggest that some learners may benefit from workbooks, in our study, completing more of the workbooks did not support either knowledge gains or increases in affect toward science even across diverse populations.…”

Section: Workbooks Not Effective As Cognitive or Affective Supportsmentioning

confidence: 99%

Using youths’ personal DNA data in science camps: Fostering genetics learning and socio‐emotional attitudes toward science with design‐based research

Zimmerman

Weible

2022

Science Education

View full text Add to dashboard Cite

This study is a two‐iteration design‐based research project that investigated how youths’ science learning and socio‐emotional attitudes toward science were influenced by a summer camp with a personal genetics approach. A multidisciplinary team developed a 2‐week camp curriculum that included personal DNA tests, family genealogy projects, and fitness tracker data. The learners included 120 youths, aged 10–14, in six camps held in three sites. Data collection included matched pre‐ and post‐scores for genetic knowledge and self‐reported affiliation with science, views of science supports, self‐efficacy, and science curiosity scores, as well as youths’ daily workbook entries. Our analysis included t‐tests, Mann–Whitney tests, Pearson and Spearman correlations, and analysis of variance (ANOVA) with post hoc tests. The findings showed significant science learning gains (related to heredity, genotype, and phenotype) for five of six camp conditions. Also, the youths showed gains in socio‐emotional attitudes for both iterations, emphasizing malleability of socio‐emotional connections to science. Completing workbook pages was not associated with an increase in knowledge gains or socio‐emotional attitudes. This study recommends the inclusion of personal DNA data in summer camp environments to support science learning and increase socio‐emotional attitudes toward science. It also suggests structured workbook activities common in schools may not support youths’ science learning or socio‐emotional attitudes in out‐of‐school programs. Finally, the study's concluding design conjecture map connects the camps’ activities to learners’ behaviors to learning outcomes in a way that advances the informal science education field's use of personal data in out‐of‐school‐time programs for adolescents.

show abstract

“…Some have pushed for scaffolded instruction that enables ELs to engage in complex, language-intensive tasks in mathematics and other content areas (Doabler et al, 2016;Schleppegrell, 2007;Walqui, 2006). Evidence suggests that this approach may be effective, although research to date is limited and has focused more on science instruction than mathematics (e.g., Faggella-Luby et al, 2016;Huerta et al, 2016).…”

Section: Teaching To Targeted Populationsmentioning

confidence: 99%

“…instructional paradigms for general education students, particularly in mathematics, tend to emphasize constructivist perspectives and conceptually based teaching (Brophy, 2002;Cobb, 1994;Confrey & Kazak, 2006), views on instruction for students identified as ELs and those with IEPs are more mixed. Some emphasize the importance of conceptually based activities aligned to constructivism (Faggella-Luby, Griffith, Silva, & Weinburgh, 2016;Huerta, Tong, Irby, & Lara-Alecio, 2016), while others advocate for teaching grounded in direct instruction that uses explicit language and instructional techniques in order to maximize understanding of the content among ELs and students with IEPs (Doabler, Nelson, & Clarke, 2016;Spooner, Root, Saunders, & Browder, 2019).…”

mentioning

confidence: 99%

Teaching to Support Students With Diverse Academic Needs

Blazar

Archer

2020

Educational Researcher

View full text Add to dashboard Cite

Policy and practice communities increasingly are emphasizing conceptual, cognitively demanding, and “ambitious” instruction. Within this context, we examine whether such practices serve the needs of students with specialized academic needs. Across upper-elementary classrooms in four districts, we find that exposure to “ambitious” mathematics practices is more strongly associated with test score gains of English language learners (ELs) compared to those of their peers in general education classrooms; furthermore, this teaching practice is associated with the math self-efficacy of students with individualized education programs (IEP), and the self-reported behavior of general education students. We also find links between teachers’ emotional support and students’ self-efficacy and engagement, with the strongest relationships for students identified both as an EL and with an IEP.

show abstract

Measuring and comparing academic language development and conceptual understanding via science notebooks

Cited by 16 publications

References 42 publications

Is Inquiry Science Instruction Effective for English Language Learners? A Meta-Analytic Review

Is Inquiry Science Instruction Effective for English Language Learners? A Meta-Analytic Review

Using youths’ personal DNA data in science camps: Fostering genetics learning and socio‐emotional attitudes toward science with design‐based research

Teaching to Support Students With Diverse Academic Needs

Contact Info

Product

Resources

About