Teaching and learning scientific inquiry skills for English language learners (ELLs) in the early primary years

Abstract

Research has shown that scientific inquiry can improve student learning in science. For students who are English language learners (ELLs), they need additional language support. There has been a lack of research in early childhood science education for English language learners, particularly in the K-2 levels. Many studies on ELLs in science education tend to be descriptive and there continues to be a lack of systematic evidence in this area of study. This research examined whether an emphasis on teaching scientific inquiry and/or the use of a second language could assist young children in better understanding scientific inquiry. Three groups of Primary 1 students at an urban public primary school were involved: a control group using the traditional school-based curriculum, treatment group 1 using a scientific inquiry intervention, and treatment group 2 using a scientific inquiry intervention that was integrated with English language support. The study aimed to explore (1) whether students’ understanding of scientific inquiry differed among the three groups and (2) the factors that affected the development of their understanding of scientific inquiry. The data was collected through classroom observations, an English language assessment (ELA) test, a pre- and post-test using the scientific inquiry skills assessment (SISA), and a post-intervention student interview. The study found that students performed significantly better after a scientific inquiry intervention but the same was not found with students who were taught using the same intervention with language support. The implementation of the instructional strategies and/or language support, the students’ cognitive developmental stages and sociocultural influences were found to have affected the students’ development of scientific inquiry skills.