Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction

Abstract

This study summarizes the results of a four-year project in science education conducted in a rural setting with English learners in grades K–6 in the El Centro Elementary School District in southern California. Data were collected to measure student achievement in science, writing, reading, and mathematics for participating students. These data were analyzed relative to the number of years that students participated in kit- and inquiry-based science instruction that included the use of science notebooks. Results indicated that the achievement of English learners increased in relation to the number of years they participated in the project. The longer they were in the program, the higher their scores were in science, writing, reading, and mathematics.