Improving achievement for linguistically and culturally diverse learners through an inquiry-based earth systems curriculum (original) (raw)
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Infusing Earth Systems Concepts throughout the Curriculum
1995
The Program for Leadership in Earth Systems Education (PLESE) , a teacher enhancement program sponsored by the National Science Foundation in 1990-94, was a coordinated effort to infuse Earth Systems concepts throughout the K-12 science curriculum across the United States. Characteristics of the program are reviewed in this paper and the results of evaluation of its components are discussed. Research on total program impact while still at the "immediate posttest" stage indicated substantive curriculum restructure in progress in the home schools/districts of some participating teachers. (Author)
Journal of Geoscience Education, 2012
Traditional school science instruction has been largely unsuccessful in reaching diverse student groups and students from, in particular, underrepresented backgrounds. This paper presents a case study of an urban, dual-language middle school classroom in which the teacher used an alternative instructional approach, involving her students in an authentic geological investigation with fossils. In this instructional setting, the teacher successfully engaged her English-language learning students from Latino backgrounds in science learning through inquiry, instructionally congruent science teaching strategies, and explicit instruction in nature of science. Students participating in the geological investigation interacted with practicing scientists. This instructional approach modeled the activities of science and better connected diverse students to the scientific community of practice. The practices used in this classroom provide a compelling example of how science instruction can be carried out in a way that makes science accessible despite linguistic differences and engages students in the activities of science, who otherwise might not be.
This paper summarizes two companion studies that were designed to investigate the impacts of an inquiry teaching method on Earth science students' achievement and attitudes toward Earth science in secondary schools. Subjects were 557 Earth science students (9th grade) enrolled in 14 Earth science classes. Two Earth science units including topics of astronomy and meteorology were developed and taught using the inquiry-oriented instructional model. The experimental group (n=284) received inquiryoriented instruction while the control group (n=273) received a more traditional approach over an eightweek period. The dependent variables were measured through the use of (1) the Earth Science Achievement Test to assess Earth science students' achievement and (2) the Attitudes toward Earth Science Inventory to measure students' attitudes toward Earth science. Quantitative data were collected on students' preand post-treatment achievement and attitudes toward Earth science measures. Analysis of covariance revealed that (a) the inquiry-oriented instructional method produced significantly greater achievement among ninth grade Earth science students than the conventional teaching approach on both astronomy content (F=9.45, p<0.01) and meteorology content (F=8.41, p<0.01), and that (b) students in the experimental group developed significantly more positive attitudes toward Earth science than did those in the control group (F=9.07, p<0.01). In light of these two studies, it is therefore suggested that students can learn Earth science through the inquiry approach. In addition, these findings support the notion that effective instruction of Earth science, such as using inquiry-oriented instruction, should be proposed and implemented in secondary schools.
IEEE International Geoscience and Remote Sensing Symposium
As humans continue to subject the global environment to greater levels of stress and demand, it is paramount that young children appreciate the significance and interdependent nature of environmental systems. The Earth Systems Connections (ESC) curriculum aims to provide integrated learning opportunities for primary students across a diverse range of cultural backgrounds that will help them: 1) recognize the interconnected nature of the Earth's systems; 2) appreciate the technological tools (e.g. remote sensing imagery and analysis techniques) that scientists use to conduct earth system science; 3) recognize the extent to which mathematics, science, and technology are not only connected to each other, but also can help to understand natural phenomena; and 4) cultivate a spirit of curiosity and confidence in themselves as emerging thinkers and scientists who will be responsible for setting research and policy priorities in the decades to come. The ESC curriculum is being designed around three main themes. They are: GreenLinks, which addresses the central role of plants in the earth system, Global Visions, where fundamental concepts of satellites and remote sensing are presented in hands-on contexts, and Migrations del Mundo, in which animal migration phenomena are used to demonstrate earth system interrelationships. The content of each lesson is presented in contexts that require students to gather and assimilate information across many disciplines, including social studies, geography, art, and the language arts in addition to science and mathematics. The initial phase of the ESC curriculum will provide teachers with a core of 50 lessons connected across K-5 grade levels. While each lesson is designed with pedagogical and content innovation in mind, each reflects specific national content and process standards for elementary level mathematics and science education. Pedagogical research using this curriculum is in progress to understand interdisciplinary curricular development and adoption at the elementary level. At the conclusion of the initial development phase (Spring/Summer 2003), all curricular materials will be disseminated via the WWW and CD-ROM.
The Earth and Space sciences provide opportunities for content learning in inquiry-based classrooms, emphasizing ways in which science is relevant to the lives of both students and teachers. We are successfully using an Earth Systems approach to prepare preservice elementary school teachers in understanding science content and pedagogy with emphases in technology and mathematics. Using Lake Pontchartrain as the unifying theme across four courses, students learn not only science content, but also scientific process. Students perform research projects on Lake Pontchartrain and the Mississippi River, and develop models of changes in water quality that are directly comparable to longitudinal data being collected by research laboratories, Our approach fosters students': a) understanding of science and the scientific process, b) self-confidence in teaching science, c) knowledge of state science-education standards, d) ability to accurately research and prepare lessons on science topics, and e) positive attitudes towards scientific fields of study. Accomplishing these goals required on-going collaboration between the Colleges of Sciences and Education. Surveying and field-testing results suggest that the pre-service teachers in our classes are likely to apply the approach used in our courses to science teaching in their own classrooms.
Creating curricular change: needs in grades 8–12 earth science
Geomorphology, 2002
The realization that we do not control nature is often associated with devastating loss of life and property. Apparently, humans do not learn from their mistakes, because human tragedies seem to happen repeatedly and minimal modification of human behavior appears to transpire. Because people do not understand the dynamic nature of Earth and Earth processes, specific education to understand and to comprehend the cause and effect of a dynamic earth is needed. The strong economic base and a high literacy rate within the USA should contribute to the ability of the K -12 educational system to create more appropriate human behavior and response to processes shaping Earth. Today major efforts are underway in government agencies, professional societies, universities and by individuals to change what and how students learn about the environment. Curricular reform has been established as new national standards for what students should learn in science in grades K -12. Just having standards, however, does not guarantee implementation, improved teaching by teachers, or increased understanding by students. Science faculties must accept the challenge to provide the pedagogical education for K -12 teachers; teachers must be trained and empowered to implement change; this change must ripple throughout the entire K -12 system. Workshops and innovative materials to support renovations in the curricula are essential to affect change. The World Wide Web will be a major help in information dissemination. However, for success to be achieved, local involvement is fundamental. People with expertise about Earth can have the greatest impact on effecting change by helping neighbors acquire knowledge of the dynamic environment of Earth. The same people (namely you) must become pro-active in K -12 education. D
2009
This mixed-methods study combined pragmatism, sociocultural perspectives, and systems thinking concepts to investigate students' engagement, thinking, and learning in science in an urban, K-8 arts, science, and technology magnet school. A grant-funded school-university partnership supported the implementation of an inquiry-based science curriculum, contextualized in the local environment through field experiences. The researcher worked as co-teacher of 3 sixth-grade science classes
Improving science inquiry with elementary students of diverse backgrounds
Journal of Research in Science Teaching, 2005
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 fourthgrade 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. ß
Journal of Research in Science Teaching, 2005
This research examined the impact of the first-year implementation of an instructional intervention to promote achievement and equity in science and literacy for culturally and linguistically diverse elementary students. The research addressed three areas: (a) overall science and literacy achievement, (b) achievement gaps among demographic subgroups, and (c) comparison with national (NAEP) and international (TIMSS) samples of students. The research involved 1,523 third- and fourth-grade students at six elementary schools in a large urban school district. Significance tests of mean scores between pre- and posttests indicate statistically significant increases on all measures of science and literacy at both grade levels. While achievement gaps widened with third graders on some of the measures, the gaps tended to narrow with fourth graders. The results based on item-by-item comparisons with NAEP TIMSS samples of students indicated overall positive performance of the students in the research at the end of the school year. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 857–887, 2005