A case study on English language learner student responses to variations in science instruction

This thesis examines the use of two methods of science instruction to teach fourth- and fifth-grade students and the students' development of knowledge, attitudes, and values in response to their learning. The study focused primarily on English language learner students. The two methods of instruction implemented are an integrated science and language literacy method and a hands-on, inquiry-based science instruction method. The research methods used in the study were student interviews, notes from field observations, a behavior checklist, and an environmental awareness survey. Findings from the study are that students in both groups of instruction showed growth in their knowledge, attitudes, and values in different aspects of the study. Students' perspectives of their learning experiences emphasized preferred learning activities, the relationship between academic subjects, feelings towards environmental destruction, and a summary of their overall learning. The scope of this study is limited to the school and student population in which it took place. The potential future expanse and implications of this study reach into other aspects of education research, including science education for English language learners and methods of integrated instruction.