dc.contributor.author
Heppt, Birgit
dc.contributor.author
Henschel, Sofie
dc.contributor.author
Hardy, Ilonca
dc.contributor.author
Gabler, Katrin
dc.date.accessioned
2023-11-24T07:12:27Z
dc.date.available
2023-11-24T07:12:27Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/37966
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-37682
dc.description.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.
en
dc.format.extent
25 Seiten
dc.rights.uri
https://creativecommons.org/licenses/by/4.0/
dc.subject
Elementary school
en
dc.subject
Science education
en
dc.subject
Academic language
en
dc.subject
Instructional support
en
dc.subject.ddc
300 Sozialwissenschaften::370 Bildung und Erziehung::370 Bildung und Erziehung
dc.title
Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency?
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation.doi
10.1007/s10212-022-00653-6
dcterms.bibliographicCitation.journaltitle
European Journal of Psychology of Education
dcterms.bibliographicCitation.number
4
dcterms.bibliographicCitation.pagestart
1377
dcterms.bibliographicCitation.pageend
1401
dcterms.bibliographicCitation.volume
38
dcterms.bibliographicCitation.url
https://doi.org/10.1007/s10212-022-00653-6
refubium.affiliation
Erziehungswissenschaft und Psychologie
refubium.affiliation.other
Arbeitsbereich Sonderpädagogik
refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
open access
dcterms.isPartOf.eissn
1878-5174
refubium.resourceType.provider
WoS-Alert