Abstract
This study examines diverse elementary students including English Language Learners (ELLs)’ science achievements and attitude changes following inquiry-based activity experiences. Thirty seventh-grade students explored the harmful and helpful effects of ultraviolet (UV) rays on the human environment using scientific methods to define problems, develop models, plan and carry out investigations, analyze/interpret data, use mathematics and computational thinking, construct explanations (for science) and designing solutions (for engineering), engage in evidence-based arguments, and evaluate/communicate obtained information. These processes are known as inquiry-oriented approaches (NRC, 2000) and have been deepened and redefined as a set of eight science and engineering practices in the Next Generation of Science Standards (NRC, 2012). Individuals designed their own experiments by choosing different materials to test for the best protector of UV light. The Science exploration sheet (SES), which measured the scientific achievement, showed that 92% of students answered their own questions using their individual scientific models. However, pre- and post-attitude surveys revealed that there was no significant change in students’ attitudes about science/scientists following the inquiry intervention (p< .05). Particularly participating teachers’ views of inquiry teaching experiences to their ELLs were discussed.
Highlights
This study examines diverse elementary students including English Language Learners (ELLs)’ science achievements and attitude changes following inquiry-based activity experiences
The overarching goal of the K-12 science education framework is that by the end of twelfth grade, all students will have an appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information that relates to their everyday lives; are able to continue to learn about science outside of school; and have the skills to enter careers of their choice in science, mathematics, engineering, and technology fields (NRC, 2012)
He modified his prediction and explained that the beads with black cloth turned to light purple, while the beads with yellow cloth turned to strong purple
Summary
6. Constructing explanations (for science) and designing solutions (for engineering). 3. List the materials you will need. 4. How will you find the answer to your question? 5. List step by step how you will do your exploration (you can write as many steps as you like) After you follow your chosen steps, write down what you observe. 6. Draw a graph to support your results. The x-axis is the independent variable and the y-axis is the dependent variable. 7. Label the level of color change using the intensity scales of 3, 2, 1, and 0?
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