Term
Fall 9-11-2015
Capstone
Thesis
Degree Name
MAT
Primary Advisor/Dissertation Chair
Susan Manikowski
Secondary Advisor/Reader One
Richard Matthes
Peer-Reviewer/Reader Two
Carrie Petroske
Abstract
The research question addressed in this capstone was, how can inquiry-based learning be used in a content-based physical science class for English language learners? The project provides one teacher’s creation of seven lessons that incorporate inquiry-based learning techniques into a content-based physical science course for English language learners. The lessons are intended to concurrently teach state physical science standards and WIDA language standards. The methods and rationale for the lessons are based on the importance of experience to the learning of language (Jackson, 2013; Robinson, 2011), as well as the overlapping pedagogies of inquiry learning and language learning, known as the “Synergistic Effect.” Bergman (2011). The author demonstrates how these theories can be utilized to design rich and rigorous lessons that teach science and language goals through inquiry learning in a physical science course for English language learners.
Keywords
ESL/ ELLs, Science, Inquiry Learning
Recommended Citation
Kraus, Otto Joseph, "Use of Inquiry-Based Learning in a Content-Based Physical Science Course for English Language Learners" (2015). School of Education and Leadership Student Capstone Theses and Dissertations. 230.
https://digitalcommons.hamline.edu/hse_all/230