Evaluating the Effectiveness of Inquiry-Based Science Instruction for English Language Learners: A Meta-Analysis

• In Event: Poster Session 6
  In Poster Session: Curriculum and Instruction in the Science Classroom

Abstract

Despite being one of the fastest growing segments of the student population, ELLs have yet to meet the same academic success as their English proficient peers, especially in science. In an effort to support the unique pedagogical needs of this group, educators have been urged to adopt inquiry-based approaches to science education. Although inquiry has been found to improve ELLs’ understanding of science, the magnitude of these effects and whether or not inquiry instruction provides comparable benefits to ELLs relative to their non-ELL counterparts, remain unexplored in the literature. In order to shed light upon this question, the current study conducted a meta-analysis and quantitatively evaluated the effect of inquiry-based instruction on science achievement for elementary grade ELL students.

Authors

• Gabriel Estrella, University of California - Irvine

• Jacky Au, University of California - Irvine

• Penelope Collins

• Susanne M. Jaeggi, University of California - Irvine