Effect of Modeling Instruction in biology on high school English learners.

Kathy Malone, K Cameron

Research output: Contribution to journalArticle

Abstract

The use of Modeling Instruction has been shown to be very effective in the learning of science content in multiple disciplines. However, the benefits of using this pedagogy with English Learners has not been assessed. This article discusses the use of Modeling Instruction in a sheltered biology class for English Learners at the high school level as well as the scaffolding that was done to adjust the pedagogy for this unique set of students. The effectiveness of this method with English Learners was assessed in a mixed methods comparison case study using a EL modeling biology cohort, a non-EL modeling biology cohort and a non-EL traditional biology cohort. The EL modeling cohort experienced the greatest normalized gain pre to post assessment, followed by the non-EL modeling cohort and then the non-EL traditional cohort. This methodology holds promise in helping to decrease the science gap between ELs and traditionally taught students.
Original languageEnglish
JournalThe TESOL Journal
Publication statusIn preparation - 2018

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Keywords

  • Modeling Instruction
  • Biology education
  • English Learners
  • science models

Cite this

Effect of Modeling Instruction in biology on high school English learners. / Malone, Kathy; Cameron, K.

In: The TESOL Journal, 2018.

Research output: Contribution to journalArticle

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