Instructional Support in Inquiry-Based Elementary School Science Classes: How Does It Relate to Students' Science Content Knowledge and Academic Language Proficiency?

Autor/inn/en	Heppt, Birgit; Henschel, Sofie; Hardy, Ilonca; Gabler, Katrin
Titel	Instructional Support in Inquiry-Based Elementary School Science Classes: How Does It Relate to Students' Science Content Knowledge and Academic Language Proficiency?
Quelle	In: European Journal of Psychology of Education, 38 (2023) 4, S.1377-1401 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heppt, Birgit) ORCID (Henschel, Sofie) ORCID (Hardy, Ilonca) ORCID (Gabler, Katrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-022-00653-6
Schlagwörter	Elementary School Science; Inquiry; Science Instruction; Science Achievement; Academic Language; Language Proficiency; Grade 3; Grade 4; Elementary School Students; Outcomes of Education; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Language skill; Language skills; Sprachkompetenz; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Lernleistung; Schulerfolg; Ausland; Deutschland
Abstract	Inquiry-based science instruction has been proposed as an optimal learning environment for language-integrated teaching. While its potential for developing both content knowledge and language skills has been shown for students with limited language proficiency, research focusing on mainstream classrooms has mainly considered domain-specific learning. Despite the effectiveness of inquiry-based science instruction for student outcomes, research on the role of specific aspects of instructional quality is limited. Addressing this research gap, the present study investigates the relationship between teachers' instructional support during inquiry-based science classes and elementary school students' learning gains in science content knowledge and academic language proficiency. Multilevel regression analyses are based on data from 459 German elementary school students from Grades 3 and 4 who participated in a longitudinal intervention study that took place over one school year. Our findings indicate a strong impact of students' prior knowledge on learning outcomes and compositional effects for the language-related measures. Relations between teachers' instructional support, as measured by the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008), and students' learning outcomes did not emerge. In interpreting the results, the overall mediocre quality of teachers' instructional support needs to be considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01