Bilingual Science Education; The Most Effective Teaching Strategy for Academic Success <ul><li>Melissa Z.Velilla </li></ul...
INTRODUCTION <ul><li>Mainstream teachers with little or no training to work with ELLs, are faced with the challenge of tea...
INTRODUCTION <ul><li>The question   guiding my research; “What is the most effective strategy a new science teacher, with ...
METHODS <ul><li>I taught my bilingual students the menstrual cycle for my study </li></ul><ul><li>I used my period 2 bilin...
METHODS <ul><li>15 students participated in the control  group.  </li></ul><ul><li>17 students participated in the  experi...
METHODS
METHODS
METHODS <ul><li>I gave both groups a pre-test </li></ul><ul><li>I spent 3 days teaching the lesson </li></ul><ul><li>The c...
RESULTS <ul><li>Table 1  Gender of Participants </li></ul><ul><li>Participants Total Females   Total Males   Total  </li><...
RESULTS <ul><li>Age of Participants </li></ul><ul><li>28% were 15 0%  were 17 </li></ul><ul><li>19% were 16 21% were 18   ...
RESULTS <ul><li>The results for the pre-test were equal among both the experimental and control groups.  </li></ul><ul><li...
RESULTS <ul><li>The control group unanimously agreed that they did not study for the post-test  </li></ul><ul><li>The expe...
CONCLUSION <ul><li>Visuals do seem to help students learn science </li></ul><ul><li>Without doing homework and studying th...
LIMITATIONS <ul><li>My sample was not random  </li></ul><ul><li>My sample size was to small </li></ul><ul><li>The post-tes...
LIMITATIONS <ul><li>The statistical analysis of the data would have been more interesting if I ran a correlation test.  </...
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Bilingual Science Education

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Bilingual Science Education

  1. 1. Bilingual Science Education; The Most Effective Teaching Strategy for Academic Success <ul><li>Melissa Z.Velilla </li></ul><ul><li>SEYS 778 </li></ul>
  2. 2. INTRODUCTION <ul><li>Mainstream teachers with little or no training to work with ELLs, are faced with the challenge of teaching ELLs. </li></ul><ul><li>The challenge for science teachers is conveying complicated science concepts to ELLs, in which the vocabulary used is often unfamiliar. </li></ul>
  3. 3. INTRODUCTION <ul><li>The question guiding my research; “What is the most effective strategy a new science teacher, with no ESL training, can use to teach science effectively to English language learners?” </li></ul><ul><li>My hypothesis; “Visuals are the most effective strategy a new science teacher, with no ESL training, can use to teach science effectively to English language learners.” </li></ul>
  4. 4. METHODS <ul><li>I taught my bilingual students the menstrual cycle for my study </li></ul><ul><li>I used my period 2 bilingual class as the control group </li></ul><ul><li>My period 3 bilingual class was the experimental group </li></ul><ul><li>I used 4 charts and notes to teach the lesson </li></ul>
  5. 5. METHODS <ul><li>15 students participated in the control group. </li></ul><ul><li>17 students participated in the experimental group. </li></ul><ul><li>A total of 32 participants in my study. </li></ul><ul><li>15 students were female and 17 students were male. </li></ul><ul><li>The age group ranged from 15 to 19 years old. </li></ul><ul><li>All of my students are Hispanic with Spanish being their native language. </li></ul>
  6. 6. METHODS
  7. 7. METHODS
  8. 8. METHODS <ul><li>I gave both groups a pre-test </li></ul><ul><li>I spent 3 days teaching the lesson </li></ul><ul><li>The control group only saw 1 diagram. It was the negative feedback mechanism of the menstrual cycle. </li></ul><ul><li>I gave both groups a post-test </li></ul><ul><li>I gave both groups a Likert scale survey to fill out after they completed the post-test </li></ul>
  9. 9. RESULTS <ul><li>Table 1 Gender of Participants </li></ul><ul><li>Participants Total Females Total Males Total </li></ul><ul><li>Experimental </li></ul><ul><li>and control 15 17 32 </li></ul><ul><li>combined </li></ul><ul><li>Experimental 6 9 15 </li></ul><ul><li>group only </li></ul><ul><li>Control group 9 8 17 </li></ul><ul><li>only </li></ul>
  10. 10. RESULTS <ul><li>Age of Participants </li></ul><ul><li>28% were 15 0% were 17 </li></ul><ul><li>19% were 16 21% were 18 13% were 19 </li></ul><ul><li>94% of the total participants strongly agreed or agreed that visuals help them learn science topics. </li></ul><ul><li>94% of the experimental group strongly agreed or agreed that reading notes helped them learn science </li></ul><ul><li>53% of the control group strongly agreed or agreed that reading notes helped them learn science . </li></ul><ul><li>93% of the control group strongly agreed or agreed that listening helped them learn science well </li></ul><ul><li>58% of the experimental group strongly agreed or agreed that listening helped them learn. </li></ul>
  11. 11. RESULTS <ul><li>The results for the pre-test were equal among both the experimental and control groups. </li></ul><ul><li>The average grade in the experimental group, for the post-test, was only slightly higher than that of the control group. </li></ul><ul><li>Table 4 Post-test score data </li></ul><ul><li> Experimental Control Total </li></ul><ul><li>Mean 33.71 28.33 31.19 </li></ul><ul><li>Median 40 20 29 </li></ul><ul><li>Mode 0 10 0 </li></ul><ul><li>Std Dvn 29.65 23.73 26.75 </li></ul><ul><li>Variance 879 563.1 715.4 </li></ul>
  12. 12. RESULTS <ul><li>The control group unanimously agreed that they did not study for the post-test </li></ul><ul><li>The experimental group had only 47% agreeing that they studied at least one hour before the test. </li></ul><ul><li>65% of the experimental group agreed that they completed all homework related to the menstrual cycle </li></ul><ul><li>47% of the control group agreed that they completed all homework assignments related to the menstrual cycle. </li></ul>
  13. 13. CONCLUSION <ul><li>Visuals do seem to help students learn science </li></ul><ul><li>Without doing homework and studying the use of visuals will not help them pass exams or remember what they learned </li></ul>
  14. 14. LIMITATIONS <ul><li>My sample was not random </li></ul><ul><li>My sample size was to small </li></ul><ul><li>The post-test was based on memorization and basic understanding. </li></ul>
  15. 15. LIMITATIONS <ul><li>The statistical analysis of the data would have been more interesting if I ran a correlation test. </li></ul><ul><li>I could have compared the grades with the ages of the students. </li></ul><ul><li>In addition, I could have improved my study by collecting and analyzing data based on their English language proficiency. That is the one variable that could have ultimately made the difference. </li></ul>

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