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

Abstract

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.

Reading Wars, Reading Science, and English Learners

“…August et al (2009) found that at posttest, non‐ELs in the control condition had higher scores in vocabulary than did ELs in the treatment condition. In a subsequent study also focusing on academic language to promote literacy in science, August et al (2014) found weaker effects for ELs as compared with controls (effect size = 0.16) and much greater impact of the intervention for non‐ELs as compared with ELs (effect size = 0.80, in favor of non‐ELs, as calculated by Estrella, Au, Jaeggi, & Collins, 2018; see below for more on this meta‐analysis). In short, the good news is that ELs in these studies benefited from the interventions designed to bolster their academic language, specifically, vocabulary in the content areas, which in turn produced at least modest positive effects on reading comprehension.…”

“…A possibly even more troubling finding was reported in a meta‐analysis of inquiry science education for ELs and non‐ELs, in which August et al’s (2009, 2014) studies were included. Estrella et al (2018) found that inquiry science instruction for ELs was modestly more effective in promoting learning of science knowledge and literacy as compared with traditional or business‐as‐usual instruction (mean effect size = 0.28). The effect increased to 0.32 when professional development (PD) for teachers addressed instructional needs of ELs.…”

I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science

“…Previous studies have demonstrated the effectiveness of inquiry activities as a basis for quality teaching to enhance science achievement (e.g., Furtak et al, 2012; Lazonder and Harmsen, 2016). Inquiry instruction has also been shown to have greater impacts on science learning for students with non-mainstream backgrounds compared to direct instruction (Estrella et al, 2018). If teachers are to enact inquiry approaches, it is imperative that they also be provided with adequate time to design and elaborate well-thought lessons to provide high-quality science teaching for all.…”

“…Studies have shown that high-stakes testing presents a distinctive impact on teacher efforts to reform their practices toward inquiry-oriented teaching (Crawford, 2007; Chichekian and Shore, 2016). Even though prior research has demonstrated the significance role of inquiry approaches in promoting student achievement (e.g., Blanchard et al, 2010; Estrella et al, 2018; Teig et al, 2018), the enactment of authentic inquiry practice remains a challenge for many teachers in light of accountability pressures.…”

Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data

“…Previous studies, in general, have demonstrated the importance of engaging students in activities related to scientific inquiry that reflect major practices scientists use to investigate the world (e.g., Estrella, Au, Jaeggi, & Collins, 2018; Furtak, Seidel, Iverson, & Briggs, 2012). These activities require students to apply a range of scientific reasoning skills, such as those that are relevant for the investigative and inferential phases of inquiry (Kuhn, 2007; Zimmerman, 2007).…”