An exploratory case study: the impact of constructivist-based teaching on English language learners understanding of science in a middle school classroom
This case study was conducted in the spring of 2006. The researcher sought to answer the question, “How does constructivist teaching help middle school English Language Learners understand science?” Two variable clusters were examined: 1) the independent variable cluster of the constructivist teaching practices of the one selected teacher; and 2) the dependent variable cluster of the middle school English Language Learners understanding of the science concepts being taught. Four broad categories of data were collected: 1) observations of teaching and learning (including teaching plans and other teaching materials); 2) interviews related to teaching and learning; 3) inventories of teaching and learning; and 4) artifacts of learning.
Steve Loos an eighth grade middle school science teacher is an expert constructivist-based teacher. His teaching influences English Language Learners understanding of the science concepts being taught. Steve’s teaching influenced the English Language Learners through a variety of pedagogical strategies. The researcher concluded in this study that, “Constructivist teaching helps middle school English Language Learners understand science.”
School:Kansas State University
School Location:USA - Kansas
Source Type:Master's Thesis
Keywords:science study and teaching middle school curriculum education instruction 0727
Date of Publication:01/01/2007