Using Inquiry To Break the Language Barrier in Chemistry Classrooms

详细信息    查看全文

• 作者：Andrew Adams ; Weston Jessup ; Brett A. Criswell ; Consuelo Weaver-High ; Gregory T. Rushton
• 刊名：Journal of Chemical Education
• 出版年：2015
• 出版时间：December 8, 2015
• 年：2015
• 卷：92
• 期：12
• 页码：2062-2066
• 全文大小：204K
• ISSN：1938-1328

文摘

A guided inquiry lesson intended to support the linguistic and conceptual development of English language learners (ELLs) in a small, cotaught, high-needs secondary setting is presented. Collaborative groupings based on language and content ability coupled with an emphasis on student鈥搒tudent discourse and a hands-on investigation appeared to contribute to the positive outcomes that were observed on a written assessment. The phenomenon of code switching, where students spoke in their native tongue at times of apparent high cognitive demand, was observed. Implications of the approach used in this lesson for teaching chemistry in culturally diverse settings are discussed.