Improving science inquiry with elementary students of diverse backgrounds

Abstract

This study examined the impact of an inquiry-based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third-and fourthgrade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low-achieving, low-SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students. ß

Frequency, Duration, and Time Devoted to Elementary Science Instruction and the Association with Science Achievement and Science Interest

“…In and of itself, this is not surprising. Much of the literature presented in the second chapter of this study suggests that demographic differences exist in science experiences (Brotman & Moore, 2008;Scantlebury & Baker, 2007;Lee & Buxton, 2008;Aikenhead, 2001;Cuevas et al, 2005). However, results from this study indicated that these variables accounted for the variance in the initial starting points of science achievement but the growth rates of each subgroup were not statistically different.…”

“…Culturally responsive curricula appear to focus on inquiry, the integration of the English language with scientific literacy, as well as the incorporation of the primary language of these learners. Positive gains in science and literacy achievement have been reported (Fradd et al, 2002;Lee et al, 2008;Cuevas et al, 2005). Given that the achievement gap between different races and ethnic backgrounds may start earlier than expected (see Chapin, 2007), infusing science literacy into language instruction may be a potential solution to closing this achievement gap.…”

“…Furthermore, the relationship between initial starting points and growth rates was again negative suggesting the possibility of "catching-up". The science achievement gap pointed out in the literature (e.g., Brotman & Moore, 2008;Baker, 1998;Andre et al, 1999;Beghetto, 2007;Cuevas et al, 2005;Judge, Puckett, & Cabuke, 2004) may be a product of the initial starting points and the inability of certain demographics to catch-up within the K-12 school years. The persistence in the achievement gap might be because there is not enough time, even though catch-up is occurring, to overcome the initial gap in science achievement.…”

The Effect of Electronic Portfolio Applications on 6th Graders’ Research Skills

“…Araştırmanın bulguları aynı zamanda; farklı etkinlikler, yöntemler ve araçlar ile öğrenme ortamlarının zenginleştirilerek araştırma becerilerinin geliştirilmesinin amaçlandığı çalışmalarla (Alkan-Dilbaz, 2013;Brickman, Gormally, Armstrong ve Hallar 2009;Chu vd., 2008;Cuevas, Lee, Hart ve Deaktor, 2005;Güneş, 2011;İlter, 2013;Wu ve Hsieh, 2006;Yıldırım, 2007) uyumludur. Wu ve Hsieh (2006), araştırma temelli öğrenme ortamlarının, Yıldırım (2007) İlter (2013) ise Sosyal Bilgiler dersinde 5E öğrenme döngüsü modelinin öğrencilerin araştırma becerilerini geliştirmede etkili olduğu sonucuna ulaşmışlardır.…”

The Use of Teaching Model Associating Situated Interesting and Metacognition to Enhance the Scientific Inquiry Ability of Eighth Grade Low Achievement Students

“…When general inquiry-based teaching model was used, it was too challenging to low achievement students. They cannot feel the excitement and fun from scientific inquiry and finding, therefore, it will lead to either low engagement or empty-handed return of low achievement student (Champagne & Klopfer, 1977;Cuevas, Lee, Hart, & Deaktor, 2005;Welch, Klopfer, Aikenhead, & Robinson, 1981). From the past related literature, it was found that teaching strategy of situated interesting and metacognitive scaffolding triggering low achievement student has positive action on enhancing their scientific learning (Hidi & Renninger, 2006;Ben-David & Zohar, 2009).…”