Making Sense of Science Using Dynamic Visualizations: Creating Discourse-Rich Opportunities for Linguistically Diverse Students

• In Event: 32.030 - Supporting Science Learning for English Language Learner and Linguistically Diverse Students

Abstract

While a number of studies have explored various forms of guidance for dynamic visualizations in general, there are no clear guidelines concerning how best to support English Language Learners (ELLs) in learning from dynamic visualizations. This study explores how different forms of scaffolding approaches can help ELLs and their non-ELL peers understand abstract concepts of energy and matter using dynamic visualizations (n= 436). The results show that prompting students to generate their own explanations was significantly effective in improving both ELLs’ and non-ELLs’ science learning. In particular, such guidance provided ELLs with discourse-rich opportunities to make sense of science using visualizations while engaging in productive collaborative scientific talk with their non-ELL partners.

Authors

• Kihyun "Kelly" Ryoo, University of North Carolina - Chapel Hill

• Kristin Bedell, University of North Carolina - Chapel Hill

• Emily Toutkoushian, University of North Carolina - Chapel Hill