English learners’ science-literacy practice through explicit writing instruction in invention-based learning

Abstract

This study explores how three English learners, also referred as L2 learners, improve in science literacy in an invention-based learning (IBL) project. IBL, a project-based learning invention, asks students to respond to problems by inventing. Through the lens of sociocultural theory, our multiple case studies examined how middle school L2 learners demonstrate scientific concepts and science literacy by inventing a lunchbox that keeps food cool. We collected participant interviews, observations, and field notes, and we analyzed these inductively. We also analyzed participants’ writing samples based on Garcia, Chiappetta and Fillman's science-literacy framework. Students demonstrated comprehension of scientific concepts and processes, ability to use scientific thinking skills, and capability to apply knowledge to real-life experiences. As a result, although L2 learners experienced some struggles during the writing process, students’ language skills and conceptual learning developed. In addition, students perceived writing as an essential skill for learning science.