Science

Christine Yoo

[|Science for All, Including Students from Non-English-Language Backgrounds]

Okhee Lee and Sandra H. Fradd

//Educational Researcher,// Vol. 27, No. 4 (May, 1998), pp.12-21

From reading this article, I learned two things. Firstly, I learned the components of science learning. Unlike other content matter, science is commonly construed as being difficult but by making sure that sutdent are exposed to these three steps, it becomes much easier for students to learn and for teachers to assess and evaluate. The three components of science learning are knowing, doing, and talking science. In the first step, scientific understanding is introduced; students are asked to build on prior knowledge, use appropriate science vocabulary, and understand concepts and relationships. The second step is scientific inquiry where students engage in inquiry and solve real-world problems. In the last step of scientific discourse, students participate in social and academic discourse, use multiple representational formats, and appropriate the discourse of science. By making sure that students know, do, and talk science, their understanding of the subject matter increases. The second aspect of the article dealt with instructional congruence. Instructional Congruence is a way of making academic content accessible, meaningful, and relevant for diverse learners. In order to establish instructional congruence, teachers must have an understanding and appreciation of students��� language and cultural experiences, possess scientific and habits of mind, and be willing to relate science to students' background experiences. Establishing instructional congruence promotes diversity and equity in classroom and students thrive in science. This holds true for English speaking and non-English speaking students alike. As a result, teachers can make science instruction most accessible, meaningful, and relevant for their students.