Teachers Support for English Language Learners to Build Inquiry Skills in Online Biology Simulations

Autor/in	Joseph-Orelus, Hermione
Titel	Teachers Support for English Language Learners to Build Inquiry Skills in Online Biology Simulations
Quelle	(2019), (352 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-4583-8
Schlagwörter	Hochschulschrift; Dissertation; Biology; Science Instruction; English Language Learners; Scaffolding (Teaching Technique); Teaching Methods; Constructivism (Learning); Technology Uses in Education; Computer Simulation; Lesson Plans; School Districts; High School Teachers; Teacher Attitudes; Literacy; Inquiry; Visual Aids; Science Teachers; High School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Lesson planning; Unterrichtsplanung; School district; Schulbezirk; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Anschauungsmaterial; Science; Science teacher; Wissenschaft; Student; Students; Schüler; Schülerin; Studentin
Abstract	The population of English language learners (ELLs) is on the rise in the United States, but they are lagging behind English speaking students in several subject areas--including biology. Scholarly literature lacks information on how biology teachers use scaffolding strategies to support ELL students with inquiry skills during online simulations. The purpose of this qualitative multiple-case study was to explore how biology teachers support ELLs in learning biology, using biology simulations to promote inquiry learning. The conceptual framework for this study included the constructivist perspective regarding the zone of proximal development, Electronic Quality of Inquiry Protocol, and technology use in science instruction. The purposive sample for this study was 4 biology teachers from 2 high schools in large school districts in the southeastern region of the United States who taught ELL students using inquiry-based online simulations. The data sources were face to face interviews with teachers, scaffolding documents, and lesson plans. Data were coded and analyzed for common themes across within and across cases. Results indicated that although biology teachers believed that ELL students benefited from inquiry simulations because of the already incorporated visuals and their ability to interact and manipulate the program, they sometimes lacked technology experiences and struggled with English and literacy that may reduce the benefits of the simulation experiences. The results of this study have the potential to contribute to social change by providing insights that may increase the understanding of how biology teachers can support ELL students when using technology in the form of simulations to promote inquiry learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01