Elementary Hispanic Students' Science Learning in an Argument-Based Inquiry Classroom: Benefits and Challenges

• In Event: 18.072 - Roundtable Session 6
  In Roundtable Session: 18.072-8 - Problem-Based and Inquiry Learning in Science

Abstract

The purpose of this study was to examine how Hispanic students construct science learning in an argument-based inquiry classroom. This research constituted a qualitative case study. Data was collected using a variety of qualitative techniques, including nonparticipant observations, analysis of semi-structured interviews, audio recordings, and transcription. The participants were three elementary Hispanic students. Findings indicated that the laboratory activities of an argument-based inquiry approach impacted students’ learning in science under diverse factors. These factors included importance of dialogue, importance of classroom setting, and importance of various learning tools. Students also encountered particular challenges while they were involved in this learning context. These challenges involved developing connections between claims and evidence, administrative decisions of the school, and language issues.

Authors

• Claudia Patricia Aguirre-Mendez, Emporia State University

• Soonhye Park, North Carolina State University