Improving science inquiry with elementary students of diverse backgrounds

Peggy Cuevas, Okhee Lee, Juliet Barnett, Rachael Deaktor

Research output: Contribution to journalArticle

141 Citations (Scopus)

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 fourth-grade 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.

Original languageEnglish (US)
Pages (from-to)337-357
Number of pages21
JournalJournal of Research in Science Teaching
Volume42
Issue number3
DOIs
StatePublished - Mar 2005
Externally publishedYes

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Students
science
student
social status
ability
language
Linguistics
elementary school
learning environment
ethnicity
linguistics
classroom
gender
teacher
Group

ASJC Scopus subject areas

  • Education
  • Engineering(all)

Cite this

Improving science inquiry with elementary students of diverse backgrounds. / Cuevas, Peggy; Lee, Okhee; Barnett, Juliet; Deaktor, Rachael.

In: Journal of Research in Science Teaching, Vol. 42, No. 3, 03.2005, p. 337-357.

Research output: Contribution to journalArticle

Cuevas, Peggy ; Lee, Okhee ; Barnett, Juliet ; Deaktor, Rachael. / Improving science inquiry with elementary students of diverse backgrounds. In: Journal of Research in Science Teaching. 2005 ; Vol. 42, No. 3. pp. 337-357.
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