Exploring the Potential of an Inquiry-Based Science Intervention in a Korean Public Elementary English as a Foreign Language Classroom
Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
Ahn Soon Ju
The research question addressed in this project was: what benefits are there to using inquirybased science instruction in a Korean elementary EFL class? This paper follows my exploration of the challenges and benefits encountered when implementing inquiry-based science into an elementary EFL context. With curriculum that I created, a fourth and a sixth grade class studied ants, their society, communication, and reproduction. While the sixth grade was able to engage in student initiated, open inquiry, a lack of English language ability necessitated more structured activity with the fourth grade. The ability to engage in inquiry-based science is a skill, and more time spent practicing it can lead to greater levels of efficiency. Despite challenges created by language, solid learning could be accomplished by utilizing a variety of techniques such as questioning, lecturing, power points, multimedia, drawing, gesturing, role-play, and silliness. This study found inquiry-based science to be highly motivational.
ESL/ ELLs, International Teaching, Reflective Practice, Science
Tacke, Paul Schomburg, "Exploring the Potential of an Inquiry-Based Science Intervention in a Korean Public Elementary English as a Foreign Language Classroom" (2015). School of Education Student Capstone Theses and Dissertations. 191.