Curiosité: Inquiry-Based Instruction and Bilingual Learning

Autor/inn/en	McElvain, Cheryl M.; Smith, Heidi A.
Titel	Curiosité: Inquiry-Based Instruction and Bilingual Learning
Quelle	In: Journal of Curriculum and Teaching, 5 (2016) 2, S.63-75 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Inquiry; Active Learning; Bilingual Education; Cognitive Development; Case Studies; Academic Achievement; Verbal Ability; Elementary School Students; Grade 5; French; English; Dual Enrollment; Immersion Programs; Experimental Groups; Control Groups; Problem Solving; Mathematics Skills; Abstract Reasoning; Learning Motivation; Self Efficacy; Outcomes of Education; Private Schools; Mixed Methods Research; Language Tests; Cognitive Tests; Cognitive Ability; Questionnaires; California; Woodcock Language Proficiency Battery; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Aktives Lernen; Bilingual teaching; Bilingualer Unterricht; Kognitive Entwicklung; Case study; Fallstudie; Case Study; Schulleistung; Mündliche Leistung; School year 05; 5. Schuljahr; Schuljahr 05; Französisch; English language; Englisch; Doppelstudium; Immersionsprogramm; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Abstraktes Denken; Denken; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Lernleistung; Schulerfolg; Private school; Privatschule; Language test; Sprachtest; Kognitiver Fähigkeitstest; Denkfähigkeit; Fragebogen; Kalifornien
Abstract	The issues that prompt this study are based on current research indicating the positive effects of inquiry learning on the cognitive development of children. The purpose of this case study was to understand the effects of inquiry learning on the academic achievement and bilingual verbal ability of 5th grade bilingual students in a French/English dual immersion program. The treatment group of students completed research projects through a guided inquiry learning approach, while the control group experienced the traditional problem solving research approach. Initial findings report a significant mean increase in mathematical reasoning, bilingual verbal ability, higher motivation to learn, and increased self-efficacy in the treatment versus the control group of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01