English learners’ science-literacy practice through explicit writing instruction in invention-based learning
This study explores how three English learners, also referred as L2 learners, improve in science literacy in an invention-based learning (IBL) project. IBL, a project-based learning invention, asks students to respond to problems by inventing. Through the lens of sociocultural theory, our multiple c...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2021-01-01
|
| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374020300297 |
| _version_ | 1818753152075169792 |
|---|---|
| author | So Lim Kim Deoksoon Kim |
| author_facet | So Lim Kim Deoksoon Kim |
| author_sort | So Lim Kim |
| collection | DOAJ |
| description | This study explores how three English learners, also referred as L2 learners, improve in science literacy in an invention-based learning (IBL) project. IBL, a project-based learning invention, asks students to respond to problems by inventing. Through the lens of sociocultural theory, our multiple case studies examined how middle school L2 learners demonstrate scientific concepts and science literacy by inventing a lunchbox that keeps food cool. We collected participant interviews, observations, and field notes, and we analyzed these inductively. We also analyzed participants’ writing samples based on Garcia, Chiappetta and Fillman's science-literacy framework. Students demonstrated comprehension of scientific concepts and processes, ability to use scientific thinking skills, and capability to apply knowledge to real-life experiences. As a result, although L2 learners experienced some struggles during the writing process, students’ language skills and conceptual learning developed. In addition, students perceived writing as an essential skill for learning science. |
| first_indexed | 2024-12-18T05:02:48Z |
| format | Article |
| id | doaj.art-e64fb49b11ca44448c77840882e2cc41 |
| institution | Directory Open Access Journal |
| issn | 2666-3740 |
| language | English |
| last_indexed | 2024-12-18T05:02:48Z |
| publishDate | 2021-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj.art-e64fb49b11ca44448c77840882e2cc412022-12-21T21:20:06ZengElsevierInternational Journal of Educational Research Open2666-37402021-01-012100029English learners’ science-literacy practice through explicit writing instruction in invention-based learningSo Lim Kim0Deoksoon Kim1Teaching, Curriculum, and Society, Lynch School of Education & Human Development, Boston College, Campion 211, 140 Commonwealth Avenue, Chestnut Hill, MA 02467, United States; Corresponding author.Teaching, Curriculum, and Society, Lynch School of Education & Human Development, Boston College, Campion 127, 140 Commonwealth Avenue, Chestnut Hill, MA 02467, United StatesThis study explores how three English learners, also referred as L2 learners, improve in science literacy in an invention-based learning (IBL) project. IBL, a project-based learning invention, asks students to respond to problems by inventing. Through the lens of sociocultural theory, our multiple case studies examined how middle school L2 learners demonstrate scientific concepts and science literacy by inventing a lunchbox that keeps food cool. We collected participant interviews, observations, and field notes, and we analyzed these inductively. We also analyzed participants’ writing samples based on Garcia, Chiappetta and Fillman's science-literacy framework. Students demonstrated comprehension of scientific concepts and processes, ability to use scientific thinking skills, and capability to apply knowledge to real-life experiences. As a result, although L2 learners experienced some struggles during the writing process, students’ language skills and conceptual learning developed. In addition, students perceived writing as an essential skill for learning science.http://www.sciencedirect.com/science/article/pii/S2666374020300297English learnersL2 learnersScience literacyProject-based learningInvention-based learningWriting in science |
| spellingShingle | So Lim Kim Deoksoon Kim English learners’ science-literacy practice through explicit writing instruction in invention-based learning International Journal of Educational Research Open English learners L2 learners Science literacy Project-based learning Invention-based learning Writing in science |
| title | English learners’ science-literacy practice through explicit writing instruction in invention-based learning |
| title_full | English learners’ science-literacy practice through explicit writing instruction in invention-based learning |
| title_fullStr | English learners’ science-literacy practice through explicit writing instruction in invention-based learning |
| title_full_unstemmed | English learners’ science-literacy practice through explicit writing instruction in invention-based learning |
| title_short | English learners’ science-literacy practice through explicit writing instruction in invention-based learning |
| title_sort | english learners science literacy practice through explicit writing instruction in invention based learning |
| topic | English learners L2 learners Science literacy Project-based learning Invention-based learning Writing in science |
| url | http://www.sciencedirect.com/science/article/pii/S2666374020300297 |
| work_keys_str_mv | AT solimkim englishlearnersscienceliteracypracticethroughexplicitwritinginstructionininventionbasedlearning AT deoksoonkim englishlearnersscienceliteracypracticethroughexplicitwritinginstructionininventionbasedlearning |