A Case Study of Inquiry-Based Science as a Vehicle for Science and Language Learning

• In Event: 16.036 - Elementary Teacher Science Professional Development

Abstract

This qualitative case study looks closely at a 3rd grade teacher using inquiry-based science to teach both science content and ELD to her students, many of whom are ELLs. This study examines the teacher’s pedagogical practices that engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of these pedagogical practices. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from on-going professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction.

Authors

• Sarah Capitelli, University of San Francisco

• Paula K. Hooper

• Lynn D. Rankin, Exploratorium

• Marilyn Austin

• Gennifer Caven