An exploratory case study: the impact of constructivist-based teaching on English language learners understanding of science in a middle school classroom

K-REx Repository

Show simple item record

dc.contributor.author Seimears, C. Matt
dc.date.accessioned 2007-05-02T18:49:46Z
dc.date.available 2007-05-02T18:49:46Z
dc.date.issued 2007-05-02T18:49:46Z
dc.identifier.uri http://hdl.handle.net/2097/301
dc.description.abstract The purpose of this exploratory case study was to explore the middle school science classroom of a constructivist teacher and examine how constructivist-based teaching influences ELL students and their learning of science. The researcher’s purpose was to discover patterns which emerged after close observations, careful documentation, and thoughtful analysis of the research topic. What was discovered by this exploratory case study was not sweeping generalizations but contextual findings. This case study was conducted in the spring of 2006. The researcher sought to answer the question, “How does constructivist teaching help middle school English Language Learners understand science?” Two variable clusters were examined: 1) the independent variable cluster of the constructivist teaching practices of the one selected teacher; and 2) the dependent variable cluster of the middle school English Language Learners understanding of the science concepts being taught. Four broad categories of data were collected: 1) observations of teaching and learning (including teaching plans and other teaching materials); 2) interviews related to teaching and learning; 3) inventories of teaching and learning; and 4) artifacts of learning. Steve Loos an eighth grade middle school science teacher is an expert constructivist-based teacher. His teaching influences English Language Learners understanding of the science concepts being taught. Steve’s teaching influenced the English Language Learners through a variety of pedagogical strategies. The researcher concluded in this study that, “Constructivist teaching helps middle school English Language Learners understand science.” en
dc.language.iso en_US en
dc.publisher Kansas State University en
dc.subject Science study and teaching en
dc.subject Middle school curriculum en
dc.title An exploratory case study: the impact of constructivist-based teaching on English language learners understanding of science in a middle school classroom en
dc.type Dissertation en
dc.description.degree Doctor of Philosophy en
dc.description.level Doctoral en
dc.description.department Curriculum and Instruction Programs en
dc.description.advisor Margaret G. Shroyer en
dc.subject.umi Education, Curriculum and Instruction (0727) en
dc.date.published 2007 en
dc.date.graduationmonth May en


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search K-REx


Advanced Search

Browse

My Account

Statistics








Center for the

Advancement of Digital

Scholarship

118 Hale Library

Manhattan KS 66506


(785) 532-7444

cads@k-state.edu