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Cited by 332

The DOI matches its Crossref record; 32 of the 32 references it cites were found in a registry or an index.

Improving science inquiry with elementary students of diverse backgrounds

Cuevas, Peggy, Lee, Okhee, Hart, Juliet, Deaktor, Rachael·2005·Journal of Research in Science Teaching
DOI 10.1002/tea.20053
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Abstract

This study examined the impact of an inquiry‐based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third‐ and fourth‐grade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low‐achieving, low‐SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 337–357, 2005

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Citations

Cites

Research works printed but not linked: 13

  1. Barman C.R., 2002, How do you define inquiry?, Science and Children, 26, 8
  2. Bobbitt J.F., 1926, Curriculum investigations
  3. 10.3102/0013189X023008004 · doi:10.3102/0013189x023008004 · Paper page
  4. Brown A.L., 1996, Innovation in learning new environments for education, 289
  5. 10.3102/00346543067001141 · doi:10.3102/00346543067001141
  6. 10.3102/0013189X027004012 · doi:10.3102/0013189x027004012 · Paper page
  7. Lee O. Luykx A. Buxton C. &Shaver A.(under review).Elementary school teachers' beliefs and practices regarding linguistic and cultural diversity in science instruction.
  8. 10.1002/(SICI)1098-2736(199801)35:1<3::AID-TEA2>3.0.CO;2-X · doi:10.1002/(sici)1098-2736(199801)35:1<3::aid-tea2>3.0.co;2-x
  9. 10.3102/00346543065002093 · doi:10.3102/00346543065002093 · Paper page
  10. Metz K.E., 2000, Inquiring into inquiry learning and teaching in science, 371
  11. 10.3102/0013189X021002020 · doi:10.3102/0013189x021002020 · Paper page
  12. Royce C., 2003, What would it be like without…?, Science Teacher, 27, 20
  13. 10.1002/tea.3660210708 · doi:10.1002/tea.3660210708

Cited by

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Metadata

Authors
Cuevas, P., Lee, O., Hart, J., & Deaktor, R.
Venue
Journal of Research in Science Teaching
Publisher
Wiley
Published
2005-02-03
Volume
42
Issue
3
Pages
337-357
ISSN
  • 0022-4308 (ISSN-L)
  • 1098-2736
DOI
10.1002/tea.20053
OpenAlex
W2068674479
Cited by
332
References
32
FWCI
47.70
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)

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