Improving Science Literacy Through Writing and Inventing

• In Event: Thinking Like a Scientist: Enhancing STEM Learning Experiences

Abstract

This study explores six middle school English as a Second Language (ESL) learners’ science literacy in an invention-based learning (IBL) project—a new approach to problem-based learning, in which students are presented problems which require them to invent something. Based on analyses of writing samples, interviews and fieldnotes we describe how middle school ESL students demonstrated scientific understanding and developed science literacy during the IBL project. Findings indicate that the students better understood scientific concepts and procedures from the curriculum, developed their ability to argue scientifically using evidence and reasoning, and learned to apply curricular knowledge to real-life experiences.

Authors

• So Lim Kim, Boston College

• Deoksoon Kim, Boston College