ERIC Number: ED193024
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Science Education and Bilingualism.
Quinn, Mary Ellen; Kessler, Carolyn
Reported is a study to examine the effects of bilingualism on the ability to formulate scientific hypotheses or solutions to science problems by examining results of the same treatment motivating hypothesis formation given by the same teacher to classes of sixth-grade students ranging from monolingual English-speaking children to proficient bilingual Spanish-English speaking children. Results from these experimental groups were compared with control groups. The treatment given the experimental groups consisted of 12 science inquiry film sessions, and 6 discussion sessions, each 40 minutes in length, with all sessions for all groups taught by the same teacher in English. A significant difference was found between the experimental and control groups for both monolinguals and bilinguals when comparing the scopes for quality of scientific hypotheses, with the bilinguals scoring higher. (Author/DS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Piaget (Jean); Science Education Research
Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (53rd, Boston, MA, April 11-13, 1980).