Lazy lizards in a drought: Science modeling and English learners

Abstract

The use of modeling-based instruction is very effective when learning science content in multiple disciplines for native speakers. However, the benefits of using this pedagogy with students learning English as a second language or English Learners (ELs) have not been widespread, especially at the upper secondary level. This article discusses the use of a modeling-based natural selection unit that was developed for 14–16-year-old ELs in a sheltered EL biology class in the United States. The activity described for ELs includes not only activity details but also specifics about the inclusion and use of research-based scaffolding techniques. The efficacy of the unit was assessed in terms of changes to both conceptual understanding and scientific reasoning skills for the ELs and two inquiry-based non-EL biology classrooms. This modeling-based pedagogy allowed the ELs to not only increase their conceptual understanding of evolution but also their reasoning skills while also removing any knowledge gap with their non-EL peers in terms of evolution. The implication is that modeling-based science activities might hold the key to allowing EL students to achieve at the same conceptual levels as their non-EL peers.

Keywords:

• Scientific modeling
• English learners
• natural selection
• science models

Statements and declarations

Author contributions

The lead authors of this article are Kristina Cameron and Kathy L. Malone. Zakee Sabree was instrumental in funding for the project, editing and background infromation. Anita Schuchardt assisted in developing the activity detailed this paper and edited the paper. All authors read and approved the final draft of this manuscript.

Competing interests

We confirm that there are no known conflicts of interest associated with this publication.

Disclosures and declarations

The work presented in this paper was approved by the NU GSE Ethics Committee. In addition, all participants provided informed consent.

Additional information

Funding

This research was partially funded by a grant under the federally funded Math Science Partnership State Grants Program, under Grant number OH160505 and OH160511. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the funding organizations.