The purpose of this study was twofold: (1) to understand the conceptual frameworks that sixth-grade students use to explain the nature and structure of matter and molecules; and (2) to assess the effectiveness of two alternate instructional units in helping students change those conceptions. The study involved 15 sixth-grade classes taught by 12…

We describe a model professional development intervention currently being implemented to support 3rd- through 5th-grade teachers' science instruction in 9 urban elementary schools with high numbers of English language learners. The intervention consists of curriculum materials for students and teachers, as well as teacher workshops throughout the…

The purpose of this study involving 12 classrooms was twofold: (1) to understand the conceptual frameworks that sixth-grade students use to explain the nature of matter and molecules, and (2) to assess the effectiveness of 2 alternative curriculum units in promoting students' scientific understanding. Results reveal that students' entering…

This descriptive study examined urban elementary school teachers' perceptions of their science content knowledge, science teaching practices, and support for language development of English language learners. Also examined were teachers' perceptions of organizational supports and barriers associated with teaching science to nonmainstream students.…

This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the…

Proposes the notion of "instructional congruence" as a way of making academic content accessible, meaningful, and relevant for diverse learners, including those from non-English language backgrounds. Suggests an agenda for research, practice, and policy in promoting high standards for all students across subject areas. (SLD)

This article discusses components of scientific literacy on discourse and describes the academic and social participation structures of science lessons in four classrooms of elementary school students learning English as a second language. Data are interpreted in terms of the discourse requirements of scientific literacy and cultural influences on…

This study examined urban elementary teachers' knowledge and practices in teaching science while supporting English language development of English language learning (ELL) students. As part of a larger 5-year research project in the United States, the study involved 38 third-grade teachers who participated in the first-year implementation of a…

This article is situated within a theoretical framework, "instructional congruence," articulating issues of student diversity with the demands of academic disciplines. In the context of a large-scale study targeting elementary school science, the article describes a research instrument that aims to combine the strengths of both quantitative and…

The current standards-based and systemic reform has an overarching goal: high academic standards for all students. In achieving the goal of "science for all," the key is the construct of science achievement T what K-12 students should know and be able to do in science. This paper reviews and analyzes the conceptions of science…

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…

This study is part of a 5-year professional development intervention aimed at improving science and literacy achievement of English language learners (or ELL students) in urban elementary schools within an environment increasingly driven by high-stakes testing and accountability. Specifically, the study examined science achievement at the end of…

Examined the world views of children after they had experienced a natural disaster, Hurricane Andrew, in Florida in 1992. Responses of 127 fourth and fifth graders indicated differences and similarities in the children's world views by ethnicity, socioeconomic status, and gender. Discusses implications for promoting science literacy for all…

This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth-grade, mostly Hispanic…

Draws on theories of student motivation to learn and conceptual change learning in science to describe patterns of student motivation observed in sixth-grade classrooms. Highlights the value of distinguishing motivation to learn from intrinsic motivation, and of distinguishing general motivational traits from situation-specific motivational…