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Fourth-Grade Emergent Bilingual Learners’ Scientific Reasoning Complexity, Controlled Experiment Practices, and Content Knowledge When Discussing School, Home, and Play Contexts


by Cory A. Buxton , Ale Salinas, Margarette Mahotiere, Okhee Lee & Walter G. Secada — 2015

Background: In exploring how emergent bilingual learners’ prior knowledge from home and play contexts might influence their scientific reasoning, this study drew upon two distinct research traditions: (a) experimental research from the developmental and cognitive psychology tradition, and (b) research on culturally and linguistically diverse learners from the sociocultural tradition.

Purpose: As part of a larger research project to improve science teaching and learning in culturally and linguistically diverse elementary schools, we explored the knowledge that fourth-grade emergent bilingual learners brought to the classroom from home and play contexts, as well as the knowledge that was developed in the classroom. We considered how this out-of-school and in-school knowledge related to students’ academic abilities to reason scientifically, to follow controlled experiment practices, and to demonstrate knowledge of core science concepts in school.

Setting: The research was conducted in elementary schools in a large urban school district in the southeastern United States with a linguistically and culturally diverse student population.

Participants: A total of 81 fourth-grade students from 27 teachers’ classes across six schools were interviewed during a three-year period. These students were selected for equal distribution across four ESOL levels, two home languages (Spanish and Haitian Creole), and two genders.

Intervention: After being taught by their classroom teacher using a project-developed curriculum unit on the topic of energy that was developed to specifically support bilingual learners, selected students participated in an interactive interview with a member of the research team.

Research Design: The design can be described as analytic interview, in which (a) neither control group nor pre/post comparisons were used, (b) students were selected purposefully from classrooms based on demographic criteria, (c) student responses were coded both qualitatively and quantitatively, and (d) a sufficiently large sample size was used to allow for statistical analysis of student responses.

Findings: Students’ English proficiency level correlated with their ability to express scientific reasoning (in English), but not their ability to engage in controlled experiment practices. The home, school, or play context of the interview questions correlated with students’ ability to express science content knowledge about energy.

Conclusions: The uneasy tension of applying both cognitive and sociocultural theoretical traditions enriches and also complicates our understanding of how students learn to reason scientifically, how they engage in controlled experiment practices, and how they express science content knowledge. Curriculum materials, student assessments, and teacher professional development can all benefit from a better understanding of how emergent bilingual learners leverage their prior knowledge and epistemologies from both home and school contexts, as they engage in science learning.



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Cite This Article as: Teachers College Record Volume 117 Number 2, 2015, p. 1-36
http://www.tcrecord.org ID Number: 17780, Date Accessed: 10/17/2017 5:47:05 AM

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About the Author
  • Cory Buxton
    University of Georgia
    E-mail Author
    CORY A. BUXTON is a professor in the Department of Educational Theory and Practice at the University of Georgia. His research interests include teacher professional development for creating more equitable science learning opportunities for bilingual learners, understanding the uses of science to solve social problems, and fostering success in science as a gateway to broader academic success. A recent publication is: Buxton, C., Kayumova, S., & Allexsaht-Snider, M. (2013). Teacher, researcher and accountability Discourses shaping democratic practices for science teaching in middle schools. Democracy & Education, 21(2), article 2.
  • Ale Salinas
    Boston University
    E-mail Author
    ALEJANDRA SALINAS is an assistant professor in the School of Education at Boston University. Her research interests include methods for preparing prospective mathematics teachers to practice equitable pedagogies, fostering discourse in undergraduate elementary mathematics content courses, and the effective implementation of trans-media in early childhood classrooms. A recent publication is: Buxton, C., Salinas, A., Mahotiere, M., Lee, O. & Secada, W. G. (2013). Leveraging cultural resources through teacher reasoning: Teachers analyze English language learners’ problem solving in science. Teaching and Teacher Education, 32, 31-42.
  • Margarette Mahotiere
    University of Miami
    MARGARETTE MAHOTIERE is a recent graduate from the Teaching and Learning doctoral program at the University of Miami with a concentration in special education. Her research areas include language, culture and parental participation of culturally and linguistically diverse minority groups in education. A recent publication is: Buxton, C., Salinas, A., Mahotiere, M., Lee, O. & Secada, W. G. (2013). Leveraging cultural resources through teacher reasoning: Teachers analyze English language learners’ problem solving in science. Teaching and Teacher Education, 32, 31-42.
  • Okhee Lee
    New York University
    E-mail Author
    OKHEE LEE is a professor in the Steinhardt School of Culture, Education, and Human Development at New York University. Her research areas include science education, language and culture, and teacher education. A recent publication is: Lee, O., Quinn, H., & Valdés, G. (2013). Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics. Educational Researcher, 42(4), 223–233.
  • Walter Secada
    University of Miami
    E-mail Author
    WALTER SECADA is professor and senior associate dean of the School of Education and Human Development at the University of Miami. His interests include mathematics education, the education of English language learners, school restructuring, curriculum reform, teacher education, and educational equity. A recent publication is Secada, W. G. (2012) Educational equity, in J. A. Banks, (Ed.), Encyclopedia of Diversity in Education, Thousand Oaks, CA.
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