Improving science inquiry with elementary students of diverse backgrounds

By Peggy Cuevas, Okhee Lee, Juliet E. Hart, Rachael Deaktor. 2005

353 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/f5eae347eb44a78d7b3285f413dd84b6b7c221dd

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Understanding the co‐construction of inquiry practices: A case study of a responsive teaching environment (2012, background): “Although students have opportunities to participate in the construction of their own understanding of science in these classrooms, this research emphasizes the essential role of the teacher and/or the curriculum as the arbiter of normative science practices (Cuevas et al., 2005; Reveles, Cordova, & ”
Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners (2011, background): “While doing so, teachers develop students’ language skills across the four domains (reading, writing, listening, and speaking), which has been advocated by science education researchers (Cuevas et al., 2005; Lee, 2005; Lee, Maertren-Rivera, & Penfield, 2008).”
THE EFFECTS OF INQUIRY-BASED SCIENCE TEACHING ON ELEMENTARY SCHOOL STUDENTS' SCIENCE PROCESS SKILLS AND SCIENCE ATTITUDES (2011, background): “engaged in simple inquiry engage in processes such as observing, comparing, contrasting and hypothesizing (Cuevas et al., 2005).”
Project-based learning: A review of the literature (2016, neutral): “PBL has also been explored as a method of instruction with lowachieving students in Israel (Doppelt, 2003) and the United States (Cuevas et al., 2005) and with”
Science Education With English Language Learners: Synthesis and Research Agenda (2005, background): “Of particular note was the positive impact on ELLs’ science or literacy achievement, or both, evidenced in professional development interventions (Amaral et al., 2004; Cuevas et al., 2005; Lee et al., in press).”
Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. (2008, background): “Cuevas, Lee, Hart, and Deaktor (2005) showed that inquiry instruction can yield greater increases in achievement for low-achieving, low-SES at risk students in particular.”
Science achievement of English language learners in Urban elementary schools: Results of a first-year professional development intervention (2008, methodology): “Given that ESOL level 5 students tend to perform higher than ESOL levels 1 through 4 (according to the analyses in this study; also see Cuevas et al., 2005; Lee et al., 2005), it was deemed most appropriate to collapse ESOL levels 1 to 4 into one category, and all other students into a second…”
The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners (2009, background): “The research highlights the importance of building on effective first language science research but also taking into account the language and cultural backgrounds of the students (Amaral et al., 2002; Cuevas et al., 2005; Fradd et al., 2002; Lee et al., 2005) and scaffolding science instruction (e.”