ERIC Number: EJ1229416
Record Type: Journal
Publication Date: 2019-Dec
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0042-0859
EISSN: N/A
Redressing Science Learning through Supporting Language: The Biology Credit Recovery Course
Gomez, Kimberley; Gomez, Louis M.; Cooper, Benjamin; Lozano, Maritza; Mancevice, Nicole
Urban Education, v54 n10 p1489-1519 Dec 2019
Annually, thousands of U.S. students fail high school introductory biology. The language demands of biology are large, and science teachers are often unprepared to support students' language needs. Here, we describe a 4-week summer high school introductory biology course executed in a large West Coast city. Our aim was to help 33 students recover their biology credit. A centerpiece of the 4-week course was the embedding of metacognitive language support tools in class lectures and assessments. Of 29 regular attendees, 28 passed with a C or better. Student science learning was reliably associated with use of the language support tools.
Descriptors: Biology, Introductory Courses, High School Students, Summer Schools, Credits, Metacognition, Urban Education, Remedial Instruction, Academic Failure, Secondary School Science, Academic Language, Scientific Literacy, College School Cooperation, Public Schools, Faculty Development, Access to Education, Notetaking, English Language Learners, Minority Group Students, Content Area Writing
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California (Los Angeles)
Grant or Contract Numbers: N/A