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A case study on English language learner student responses to variations in science instruction.

机译：以英语学习者学生对科学教学变化的反应为例。

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摘要

This thesis examines the use of two methods of science instruction to teach fourth- and fifth-grade students and the students' development of knowledge, attitudes, and values in response to their learning. The study focused primarily on English language learner students. The two methods of instruction implemented are an integrated science and language literacy method and a hands-on, inquiry-based science instruction method. The research methods used in the study were student interviews, notes from field observations, a behavior checklist, and an environmental awareness survey. Findings from the study are that students in both groups of instruction showed growth in their knowledge, attitudes, and values in different aspects of the study. Students' perspectives of their learning experiences emphasized preferred learning activities, the relationship between academic subjects, feelings towards environmental destruction, and a summary of their overall learning. The scope of this study is limited to the school and student population in which it took place. The potential future expanse and implications of this study reach into other aspects of education research, including science education for English language learners and methods of integrated instruction.
机译：本文探讨了两种科学教学方法对四年级和五年级学生的教学方法，以及学生根据其学习而发展的知识，态度和价值观。该研究主要针对英语学习者的学生。实施的两种教学方法是综合的科学和语言素养方法以及基于查询的动手科学教学方法。研究中使用的研究方法是学生访谈，实地观察笔记，行为清单和环境意识调查。从研究中发现，两组教学的学生在研究的各个方面都显示出知识，态度和价值观的增长。学生对学习经历的看法强调了首选的学习活动，学科之间的关系，对环境破坏的感觉以及整体学习的总结。这项研究的范围仅限于进行研究的学校和学生。这项研究的潜在未来扩展和影响涉及教育研究的其他方面，包括针对英语学习者的科学教育和综合教学方法。

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  • 作者

    Carlson, Lara M.;

  • 作者单位

    Prescott College.;

  • 授予单位 Prescott College.;
  • 学科 Education Bilingual and Multicultural.;Education Elementary.;Education Sciences.
  • 学位 M.A.
  • 年度 2009
  • 页码 161 p.
  • 总页数 161
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然科学教育与普及;初等教育;
  • 关键词

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