Language scaffolding and experience based learning as didactical tools in science for newly-arrived students - something for all students?

• The aim of this presentation is to contribute to the ongoing discussion of how to make secondary science education more inclusive, drawing on examples from a pilot study. The project was based on formative interventions where lower secondary science teachers and pedagogues from a local nature school together developed and tested science units based on language scaffolding and experience-based learning in introductory and regular classes. Data was collected through individual interviews of teachers and students, and questionnaires distributed after the science unit was completed. The results indicate that the collective activity where teachers and trained nature pedagogues together developed new forms of science teaching resulted in both the development of new innovative ways of inclusive teaching and a transformation of the teacher’s views of collaborative learning. The results also indicate that science teaching based on language scaffolding and experience based-learning may have a positive effect on outcomes for newly-arrived students as well as for student with the language of instruction as mother tongue. The results give implications for the possibilities for inclusive science teaching for newly-arrived students as well as contributing to the discussion about a more inclusive science education in general.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

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