Language-Rich Inquiry Science with English Language Learners (LISELL)

与英语学习者进行丰富语言的探究科学（LISELL）

• 批准号: 1019236
• 负责人: Cory Buxton
• 金额: $ 51.58万
• 依托单位: University of Georgia Research Foundation Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-08-15 至 2014-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1019236&HistoricalAwards=false
• 关键词: Language; Rich; Inquiry; Science; English

This exploratory study develops, pilot-tests, and refines a model for improving middle school English Language Learners' (ELLs) science learning. The model incorporates two pedagogical constructs (language-rich science inquiry and academic language development); and three learning settings (teacher professional development, science classrooms, and parent-student-teacher workshops). The specific objectives of the study are: (1) to clarify the two pedagogical constructs and their relationships across the three learning contexts, (2) to develop and refine instruments that will be useful for a future study on the model's full implementation, and (3) to conduct pilot tests of the model and instruments. The study's development phase consists of the production, adaptation, and pilot testing of instructional strategies for teachers and learning materials for students. Instructional strategies for teachers are centered on three key inquiry practices: (a) coordinating theory and evidence, (b) controlling variables, and (c) cause and effect reasoning across 6th grade earth science, 7th grade life science, and 8th grade physical science. Learning materials for students consist of lessons in a workbook with units highlighting the study of academic language. Also, this phase of the study includes the development of resources to support parents' participation and measurement instruments to gather data during the research phase of the study.The research phase of the study consists of pilot testing of the model. Three research questions guide the study: (1) How do experiences of teachers, students, and parents contribute to the development and refinement of the model's two pedagogical constructs?; (2) How do experiences of teachers, students, and parents contribute to the understanding of the relationships among the three contexts for science learning?; and (3) What evidence suggests the relationships among the two pedagogical constructs and the three learning contexts? Assuming a quasi-experimental, pretest-posttest design, a power analysis defined a sample size of 1,000 middle school students (800 for the treatment group, and 200 for the control group) in 40 classrooms of three middle schools in the state of Georgia. A total of 12 teachers (8 science teachers and 2 English for Students of Other Languages teachers) were selected using a targeted strategy; and 40 randomly selected parents constitute the remaining population sample. The intervention consists of the use of teacher instructional strategies focused on exploring and elaborating cause-effect relationships, differentiating between evidence and theory, and identifying and controlling variables; students' use of instructional materials on academic language; and exploration of parents' science funds of knowledge. Data gathering strategies employ five instruments: (a) a teacher-focus-group interview protocol, (b) a teacher observation protocol, (c) a parent-student interview protocol, (d) a student academic language writing test, and (e) a student-constructed-response science inquiry test. Data interpretation strategies include qualitative analysis using narrative and semantic structure analysis and statistical analyses. An advisory board and an evaluator conduct the evaluation component of the study, inclusive of formative and summative aspects. The outcome of this study is a research-informed and field-tested science instructional model focused on the improved learning of ELLs and a set of valid and reliable measuring instruments.

本研究旨在发展、测试和完善一个促进中学英语学习者科学学习的模式。该模型包括两个教学结构（语言丰富的科学探究和学术语言发展）;和三个学习环境（教师专业发展，科学教室，家长-学生-教师研讨会）。研究的具体目标是：（1）澄清两个教学结构及其在三个学习环境中的关系，（2）开发和完善工具，这将有助于未来对该模式的全面实施进行研究，以及（3）对该模式和工具进行试点测试。研究的发展阶段包括教师教学策略和学生学习材料的制作、改编和试点测试。教师的教学策略集中在三个关键的调查实践：（a）协调理论和证据，（B）控制变量，（c）因果推理跨越6年级地球科学，7年级生命科学，和8年级物理科学。学生的学习材料包括一本练习册中的课程，其中的单元突出了学术语言的学习。此外，这一阶段的研究还包括开发支持家长参与的资源和测量工具，以便在研究的研究阶段收集数据。三个研究问题引导研究：（1）教师、学生和家长的经验如何有助于发展和完善该模型的两个教学结构？(2)教师、学生和家长的经验如何有助于理解科学学习的三个背景之间的关系？以及（3）有什么证据表明这两种教学结构与三种学习情境之间的关系？假设一个准实验，前测-后测设计，功率分析定义的样本量为1,000名中学生（800名为治疗组，200名为对照组）在40间教室的三所中学在格鲁吉亚。共有12名教师（8名科学教师和2名其他语言教师的学生英语）被选中使用有针对性的战略和40名随机选择的家长构成其余的人口样本。干预措施包括使用教师教学策略，重点是探索和阐述因果关系，区分证据和理论，并确定和控制变量;学生使用教学材料的学术语言;探索父母的科学基金的知识。数据收集策略采用五种工具：（a）教师焦点小组访谈协议，（B）教师观察协议，（c）家长-学生访谈协议，（d）学生学术语言写作测试，（e）学生建构反应科学探究测试。数据解释策略包括使用叙述和语义结构分析的定性分析和统计分析。一个咨询委员会和一名评价员负责研究的评价部分，包括形成性和总结性方面。本研究的结果是一个研究知情和现场测试的科学教学模式，重点是提高学习的ELLs和一套有效和可靠的测量仪器。