TY - JOUR
T1 - Improving science inquiry with elementary students of diverse backgrounds
AU - Cuevas, Peggy
AU - Lee, Okhee
AU - Hart, Juliet
AU - Deaktor, Rachael
PY - 2005/3
Y1 - 2005/3
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=16244401601&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=16244401601&partnerID=8YFLogxK
U2 - 10.1002/tea.20053
DO - 10.1002/tea.20053
M3 - Article
AN - SCOPUS:16244401601
SN - 0022-4308
VL - 42
SP - 337
EP - 357
JO - Journal of Research in Science Teaching
JF - Journal of Research in Science Teaching
IS - 3
ER -