Improving science inquiry with elementary students of diverse backgrounds

Dados Bibliográficos

ID5781978
AutoresPeggy Cuevas (University of Miami), Okhwa Lee (0000-0003-3551-1583, University of Miami), Juliet E Hart (William & Mary), Juliet Hart, Rachael Deaktor (Princeton University)
Ano2005
Volume42
Fascículo3
Páginas337-357
Data de publicação2005-02-03
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Research in Science Teaching (JOURNAL)
Identificadores do periódicoISSN: 0022-4308 • E-ISSN: 1098-2736
EditoraWiley (PUBLISHER • GB)
DOI10.1002/tea.20053
OpenAlexW2068674479
IdiomaEN
Citações recebidas33
Referências citadas26

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. (c) 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 337-357, 2005

Diverse Educational Innovations Studies · Educational Environments and Student Outcomes · Science Education and Pedagogy