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Abstract Title: Scientific Practices: Equalizing Opportunities for Linguistically Diverse Students
Abstract: This research explores the hypothesis that curricula designed around evidence-based inductive reasoning, such as Physics and Everyday Thinking, can level the playing field for linguistically diverse students.  Specifically, we evaluate how linguistically diverse learners and native English speakers perform on conceptual physics assessments and the extent that students use models and evidence to justify claims and ideas.  Results indicate that within this learning context, female students from linguistically diverse backgrounds demonstrate comparable performance on post-course assessments of conceptual understanding and the use of models and evidence.  However, we did not observe the same results from male students from linguistically diverse backgrounds.  We will discuss these differences and propose rationale for aspects of the learning environment that may have led to these findings.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Shelly Belleau
University of Colorado, Boulder
1134 Colorado 93
Boulder, CO 80302
Phone: 9702317567
and Co-Presenter(s)
Valerie Otero, University of Colorado