Lazy Lizards in a Drought: Science Modeling and English Learners

Autor/inn/en	Cameron, Kristina; Malone, Kathy L.; Sabree, Zakee; Schuchardt, Anita
Titel	Lazy Lizards in a Drought: Science Modeling and English Learners
Quelle	In: Science Activities: Projects and Curriculum Ideas in STEM Classrooms, 60 (2023) 3, S.107-118 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cameron, Kristina) ORCID (Malone, Kathy L.) ORCID (Sabree, Zakee) ORCID (Schuchardt, Anita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8121
DOI	10.1080/00368121.2023.2200918
Schlagwörter	STEM Education; English Language Learners; Educational Benefits; Biology; Science Instruction; Teaching Methods; Scaffolding (Teaching Technique); Secondary School Students; Evolution; Genetics; Concept Formation; Scientific Concepts; Inquiry; Active Learning; Science Activities; Achievement Gap; Outcomes of Education; Science Achievement; Models + Suchen Sie Ihr Suchwort? STEM; Bildungsertrag; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Humangenetik; Concept learning; Begriffsbildung; Aktives Lernen; Lernleistung; Schulerfolg; Analogiemodell
Abstract	The use of modeling-based instruction is very effective when learning science content in multiple disciplines for native speakers. However, the benefits of using this pedagogy with students learning English as a second language or English Learners (ELs) have not been widespread, especially at the upper secondary level. This article discusses the use of a modeling-based natural selection unit that was developed for 14-16-year-old ELs in a sheltered EL biology class in the United States. The activity described for ELs includes not only activity details but also specifics about the inclusion and use of research-based scaffolding techniques. The efficacy of the unit was assessed in terms of changes to both conceptual understanding and scientific reasoning skills for the ELs and two inquiry-based non-EL biology classrooms. This modeling-based pedagogy allowed the ELs to not only increase their conceptual understanding of evolution but also their reasoning skills while also removing any knowledge gap with their non-EL peers in terms of evolution. The implication is that modeling-based science activities might hold the key to allowing EL students to achieve at the same conceptual levels as their non-EL peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01