'Sometimes They Are Fun and Sometimes They Are Not': Concept Mapping with English Language Acquisition (ELA) and Gifted/Talented (GT) Elementary Students Learning Science and Sustainability

Autor/inn/en	Marzetta, Katrina; Mason, Hillary; Wee, Bryan
Titel	'Sometimes They Are Fun and Sometimes They Are Not': Concept Mapping with English Language Acquisition (ELA) and Gifted/Talented (GT) Elementary Students Learning Science and Sustainability
Quelle	In: Education Sciences, 8 (2018), Artikel 13 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Elementary Education; Grade 4; Urban Schools; Mixed Methods Research; Concept Mapping; Sustainability; Statistical Analysis; Academically Gifted; English Language Learners; Interviews; Coding; Science Instruction; Freehand Drawing; Pretests Posttests; Knowledge Level; Ecology; Environmental Education; Colorado (Denver) + Suchen Sie Ihr Suchwort? Elementarunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Concept Map; Nachhaltigkeit; Statistische Analyse; Interviewing; Interviewtechnik; Codierung; Programmierung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Drawing; Zeichnen; Wissensbasis; Ökologie; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	This study presents an 'education for sustainability' curricular model which promotes science learning in an elementary classroom through equity pedagogy. A total of 25 fourth-grade students from an urban, public school in Denver, Colorado participated in this mixed-methods study where concept maps were used as a tool for describing and assessing students' understanding of ecosystem interactions. Concept maps provide a more holistic, systems-based assessment of science learning in a sustainability curriculum. The concept maps were scored and analyzed using SPSS to investigate potential differences in learning gains of English Language Acquisition (ELA) and Gifted/Talented (GT) students. Interviews were conducted after the concept maps were administered, then transcribed and inductively coded to generate themes related to science learning. Interviews also encouraged students to explain their drawings and provided a more accurate interpretation of the concept maps. Findings revealed the difference between pre- and post-concept map scores for ELA and GT learners were not statistically significant. Students also demonstrated an increased knowledge of ecosystem interactions during interviews. Concept maps, as part of an education for sustainability curriculum, can promote equity by providing diverse learners with different--yet equally valid--outlets to express their scientific knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01