Fall 9-11-2015



Degree Name


Primary Advisor/Dissertation Chair

Susan Manikowski

Secondary Advisor/Reader One

Richard Matthes

Peer-Reviewer/Reader Two

Carrie Petroske


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.


ESL/ ELLs, Science, Inquiry Learning

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