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Abstract Title: “Because it hibernates faster”: 3rd grade English Language Learners making sense of sound
Abstract: Despite the extensive body of research that supports scientific inquiry and argumentation as cornerstones of physics learning, these strategies continue to be virtually absent in most classrooms, especially those that involve students who are learning English as a second language. This study presents results from an investigation of 3rd grade students' discourse about how length and tension affect the sound produced by a string. These students came from a variety of language backgrounds, and all were learning English as a second language. Our results demonstrate varying levels and uses of experiential, imaginative, and mechanistic reasoning strategies. Using specific examples from students' discourse, we will demonstrate some of the productive and challenging aspects of working within multiple language frameworks for making sense of physics. Conjectures will be made about how to utilize physics as a context for English Language Learners to negotiate ideas, while developing their competence in the English language.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Enrique Suarez
University of Colorado - Boulder
Co-Author(s)
and Co-Presenter(s)
Valerie Otero

Contributed Poster

Contributed Poster: Download the Contributed Poster