Examining lecture and inquiry-based laboratory performance for language minority students in science gateway courses.

This study examined the effectiveness of lectures and inquiry-based instruction in supporting learning for language minority (LM) students in science gateway courses at a large public research university. Utilizing institutional data from 6,911 students across nine years, we fitted cross-lagged panel designs to model associations between lecture courses and inquiry-based laboratory courses for both LM and non-LM students in two-course sequences of introductory college Physics and Chemistry. We found that initial performance in lectures and laboratory sessions can be a predictor of subsequent course performance across disciplines and independent of LM status. Notably, while LM students performed worse in the initial lecture course, LM status resulted in neither worse performance in inquiry-based laboratory courses nor in worse performance in subsequent courses in the science gateway course sequence. Thus, this study suggests that interventions intended to support LM students in college science should target the initial courses in the corresponding science gateway course sequences.

Is Inquiry Science Instruction Effective for English Language Learners? A Meta-Analytic Review.

Despite being among the fastest growing segments of the student population, English Language Learners (ELLs) have yet to attain the same academic success as their English-proficient peers, particularly in science. In an effort to support the pedagogical needs of this group, educators have been urged to adopt inquiry approaches to science instruction. Whereas inquiry instruction has been shown to improve science outcomes for non-ELLs, systematic evidence in support of its effectiveness with ELLs has yet to be established. The current meta-analysis summarizes the effect of inquiry instruction on the science achievement of ELLs in elementary school. Although an analysis of 26 articles confirmed that inquiry instruction produced significantly greater impacts on measures of science achievement for ELLs compared to direct instruction, there was still a differential learning effect suggesting greater efficacy for non-ELLs compared to ELLs. Contextual factors that moderate these effects are identified and discussed.