Elementary teachers' science knowledge and instructional practices: Impact of an intervention focused on english language learners

Lee, Okhee; Llosa, Lorena; Jiang, Feng; Haas, Alison; O’Connor, Corey; Booven, Christopher D. Van

doi:10.1002/tea.21314

Cited by 45 publications

(26 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This finding is consistent with previous research that found inquiry approaches supported ELLs (e.g. Amaral, Garrison, and Klentschy, 2002;Lee, Llosa, Jiang, Haas, O'Connor, and Van Booven, 2016). For example, this study was similar to others that found the collaborative nature of the inquiry task provided the necessary context for the practice of language in science (e.g.…”

Section: Multimodal Instructional Approach (Mia) To Teaching Sciencesupporting

confidence: 92%

See 1 more Smart Citation

ELL’s science meaning making in multimodal inquiry: a case-study in a Hong Kong bilingual school

Williams

Tang

Won

2019

Asia Pac. Sci. Educ.

View full text Add to dashboard Cite

This paper reports on a multimodal teaching approach delivered to grade 5 elementary students in a bilingual school in Hong Kong, as part of a larger research study aimed at supporting English Language Learners (ELLs) in science class. As language demands of reading, writing and talking science place additional challenges on ELLs, there is much research interest in exploring the use of multiple modes of communication beyond the dominant use of verbal and written language. Research has shown that students develop a better scientific understanding of natural phenomena by using and alternating between a variety of representations. Yet, questions remain as to what meanings ELLs make during a multimodal discourse and, in turn, how such discourse provides support to ELLs in learning science. Drawing on social semiotics, which theorizes language as a meaning making resource comprising a range of modes (e.g. gestures and diagrams), we used a casestudy approach to examine how a multimodal instructional approach provided 10 students with multiple avenues to make sense of science learning. Video recordings (capturing gestures, speech and model manipulation) and student works (drawing and writing) were collected during nine inquiry science lessons, which encompassed biology, physics and chemistry science units. Multimodal transcription allowed discourse to be analysed at a fine-grain level which, together with analysis of student works, indicated that the multimodal instructional approach provided the necessary inquiry opportunities and variety of language experiences for ELLs to build science understandings. Analysis also revealed how the affordances of modes attributed to the meaning making potentials for the ELLs and how they provided alternate communication avenues in which new meanings could be made. The findings from this study have implications for ELLs learning science within the growing multilingual Asia-Pacific region.

show abstract

Section: Multimodal Instructional Approach (Mia) To Teaching Sciencesupporting

confidence: 92%

“…Additionally, interventions utilizing inquiry learning with ELLs have had positive outcomes (Amaral, Garrison, and Klentschy, 2002;Lee, Llosa, Jiang, Haas, O'Connor, and Van Booven, 2016). In fact, Lee and Buxton (2013), compiled intervention research used to support ELLs in English proficiency as well as science.…”

Section: Scientific Inquirymentioning

confidence: 99%

ELL’s science meaning making in multimodal inquiry: a case-study in a Hong Kong bilingual school

Williams

Tang

Won

2019

Asia Pac. Sci. Educ.

View full text Add to dashboard Cite

show abstract

“…Teacher practice measures were constructed based on survey measures, which might not truly capture changes in the classroom (Desimone, ). Using and coding videos can yield more reliable information about instructional practices (Lee et al, ) but would be too costly in this case. Also, with a sample of 90 schools, we had to rely on random assignment for baseline equivalence between teachers in different arms due to the lack of pretest of teacher knowledge.…”

Section: Discussionmentioning

confidence: 99%

Curriculum‐based teacher professional development in middle school science: A comparison of training focused on cognitive science principles versus content knowledge

et al. 2019

View full text Add to dashboard Cite

This study investigates, through a cluster‐randomized trial, the effectiveness of two approaches to increasing middle school students’ science learning using a traditional science curriculum. Ninety schools were randomly assigned into one of three arms: (a) a treatment arm in which the textbook curriculum was modified based on four principles of cognitive science coupled with teacher professional development (PD), (b) a second treatment arm in which teachers received PD designed to improve their knowledge of the science content, and (c) a business‐as‐usual control group. The PD was able to change teacher practice but barely improved teacher knowledge. No significant boost in student achievement was observed, except in a few instances, where there were some promising findings. Exploratory analyses were conducted to examine what makes the interventions more effective. Implications for future research were discussed.

show abstract

“…Laboratory hands-on activity are carried out in order to support the achievement of learning objectives set in the curriculum. Through practical activities, students can understand about biology subject matter (Lee, Liosa, Haas, Connor, & Booven, 2016;Ratmini, 2017). Practical activities are one of the important processes in achieving learning goals from psychomotor aspects.…”

Section: Introductionmentioning

confidence: 99%

Laboratory hands-on activity: A case study in senior high school of Pekanbaru-Indonesia

Ramadhani

Titisari

2019

JPBI

View full text Add to dashboard Cite

The issues arise in performing laboratory hands-on activity are: the less frequence in its implementation, the lack of students interest, the limited in time, and lack of preparation. By considering the importance of laboratory hands-on activity, it is necessary to examine the conditions of the hands-on activity in school whether the activity has been in accordance with the existing rules and standards. This study aimed to determine the implementation of biology hands-on activity in students’ grade XI of SSHS 10-Pekanbaru. The population in this study was 144 students. The sampling technique used were Slovin formula and purposive sampling, in which the sample was 60 students of class XI MIPA-1 to MIPA-4. The instruments used to collect the data in this study were questionnaires, observation sheets, and interviews. The results showed that the for 4 indicators observed (i.e. hands-on activity intensity, students’ interest in hands-on activity, hands-on activity duration, and hands-on activity preparation) reached the percentages between 76.14% and 80.66%, which were in the good category. Thus, it can be concluded that this school has been conducting a good hands-on activity. It is suggested for further researchers to focus on problems analysis and alternative solutions

show abstract

Elementary teachers' science knowledge and instructional practices: Impact of an intervention focused on english language learners

Cited by 45 publications

References 32 publications

ELL’s science meaning making in multimodal inquiry: a case-study in a Hong Kong bilingual school

ELL’s science meaning making in multimodal inquiry: a case-study in a Hong Kong bilingual school

Curriculum‐based teacher professional development in middle school science: A comparison of training focused on cognitive science principles versus content knowledge

Laboratory hands-on activity: A case study in senior high school of Pekanbaru-Indonesia

Contact Info

Product

Resources

About