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written by Shelly N. Belleau and Valerie K. Otero
This study explores the hypothesis that curricula designed to engage students in evidence-based inductive reasoning can equalize opportunities for linguistically diverse students. Specifically, we evaluated how English language learners and native English speakers performed on conceptual physics assessments and the extent to which they used models and evidence to justify claims and ideas. Results indicate that within this learning context, all students demonstrated conceptual learning gains as well as reliance on evidence and models to support their claims. Female English language learners, a group that has remained underrepresented in science, used evidence and models most frequently to support their claims, and these students demonstrated performance on end of course assessments of conceptual understanding that was comparable to university students. Male English language learners did not rely on evidence and models to the same extent. We discuss these differences and propose rationale for aspects of the learning environment that may have led to these findings.
Physics Education Research Conference 2013
Part of the PER Conference series
Portland, OR: July 17-18, 2013
Pages 69-72
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Inquiry Learning
Education - Basic Research
- Assessment
= Conceptual Assessment
- Sample Population
= Background: English as a Second Language
- Societal Issues
= Gender Issues
General Physics
- Scientific Reasoning
- Lower Undergraduate
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2013.pr.005
NSF Number:
0934921
PACSs:
01.40.G-
01.40.-d
01.55.+b
01.40.Ha
43.71.Sy
Keywords:
Classroom Culture, Inquiry Learning, Language, PERC 2013, Scientific Practices
Record Cloner:
Metadata instance created December 24, 2013 by Lyle Barbato
Record Updated:
February 1, 2014 by Lyle Barbato
Last Update
when Cataloged:
December 16, 2013
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
S. Belleau and V. Otero, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13101&DocID=3636).
AJP/PRST-PER
S. Belleau and V. Otero, Scientific Practices: Equalizing Opportunities for Linguistically Diverse Student Groups presented at the Physics Education Research Conference 2013, Portland, OR, 2013, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13101&DocID=3636>.
APA Format
Belleau, S., & Otero, V. (2013, July 17-18). Scientific Practices: Equalizing Opportunities for Linguistically Diverse Student Groups. Paper presented at Physics Education Research Conference 2013, Portland, OR. Retrieved July 22, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13101&DocID=3636
Chicago Format
Belleau, Shelly, and Valerie Otero. "Scientific Practices: Equalizing Opportunities for Linguistically Diverse Student Groups." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13101&DocID=3636 (accessed 22 July 2014).
MLA Format
Belleau, Shelly, and Valerie Otero. "Scientific Practices: Equalizing Opportunities for Linguistically Diverse Student Groups." Physics Education Research Conference 2013. Portland, OR: 2013. 69-72 of PER Conference. 22 July 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13101&DocID=3636>.
BibTeX Export Format
@inproceedings{ Author = "Shelly Belleau and Valerie Otero", Title = {Scientific Practices: Equalizing Opportunities for Linguistically Diverse Student Groups}, BookTitle = {Physics Education Research Conference 2013}, Pages = {69-72}, Address = {Portland, OR}, Series = {PER Conference}, Month = {July 17-18}, Year = {2013} }
Refer Export Format

%A Shelly Belleau
%A Valerie Otero
%T Scientific Practices: Equalizing Opportunities for Linguistically Diverse Student Groups
%S PER Conference
%D July 17-18 2013
%P 69-72
%C Portland, OR
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13101&DocID=3636
%O Physics Education Research Conference 2013
%O July 17-18
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Belleau, Shelly
%A Otero, Valerie
%D July 17-18 2013
%T Scientific Practices: Equalizing Opportunities for Linguistically Diverse Student Groups
%B Physics Education Research Conference 2013
%C Portland, OR
%P 69-72
%S PER Conference
%8 July 17-18
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13101&DocID=3636


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The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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Scientific Practices: Equalizing Opportunities for Linguistically Diverse Student Groups:


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