ERIC Number: ED352263
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Appropriating Scientific Discourse: Findings From Language Minority Classrooms. Research Report: 3. [Revised.]
Rosebery, Ann S.; And Others
This paper reports a study of the effects of a collaborative inquiry approach to science on language minority students' (middle and high school) learning. This approach emphasizes involving the students, most of whom have had very little schooling, in "doing science" in ways that scientists practice. This study addresses the question: To what extent do students appropriate collaborative scientific inquiry? The authors focus the analysis on changes in students' conceptual knowledge and use of hypotheses, experiments, and explanations to organize their reasoning in the context of two think-aloud problems. The findings indicate that at the beginning of the school year the students' reasoning was non-analytic and bound to personal experience. By contrast, at the end of the school year they reasoned in terms of a larger explanatory system; used hypotheses to organize and give directions to their reasoning; and demonstrated an awareness of the function of experimentation in producing evidence to evaluate hypotheses. (Author/PR)
Descriptors: Bilingual Education, Bilingual Students, Cultural Influences, Educational Change, High School Students, High Schools, Incentives, Inquiry, Integrated Curriculum, Junior High School Students, Junior High Schools, Middle School Students, Middle Schools, Minority Groups, Science Education, Science Experiments, Scientific Methodology, Social Influences, Thinking Skills, Transfer of Training
National Center for Research on Cultural Diversity and Second Language Learning, 399 Kerr Hall, University of California, Santa Cruz, CA 95064.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA.; TERC, Cambridge, MA.