Provocative Pedagogy for Linguistically and Culturally Diverse Students Engaging in Argument-Based Inquiry

• In Event: 60.029 - Toward More Equitable Science Learning Experiences

Abstract

This study analyzes the educational praxis of one, fourth-grade science classroom. The analysis focuses on classroom discourses, academic language, and teacher questioning intended to support science content and language learning for students. We propose teacher questioning focused on the parlance of scientific inquiry had a positive impact on student learning outcomes in this culturally and linguistically diverse science classroom during argument-based inquiry.

Authors

• Kristen L. Pratt, Washington State University

• Gisela Ernst-Slavit, Washington State University - Vancouver