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National standards call for all students to develop and show understanding in science, technology, engineering, and mathematics. Literacy barriers often cause English Language Learners (ELLs) to experience marginalization when learning science. This paper discusses the development process by Project COPELLS (Collaborative Online Projects for English Language Learner Students) of an online science curriculum. Iterative case and pilot studies (N = 212 students, 69% ELL) informed the curriculum’ development. Curriculum refinements were made based on feedback from informants, including teachers, students, content experts, and observers. Results showed that by the last iteration, feasibility and usability was established and students improved from pre- to posttest on science content assessments. Recommendations for using an iterative process in developing curricula are included.