《Redressing Science Learning Through Supporting Language: The Biology Credit Recovery Course》
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- 作者
- Kimberley Gomez, Louis M. Gomez, Benjamin Cooper, Maritza Lozano, Nicole Mancevice
- 来源
- URBAN EDUCATION,Vol.54,Issue10,P.1489–1519
- 语言
- 英文
- 关键字
- high school, programs, academic achievement, urban education, minority academic success, remedial programs, credit recovery, teacher development, literacy
- 作者单位
- 1University of California, Los Angeles, LA, USA
- 摘要
- Annually, thousands of U.S. students fail high school introductory biology. The language demands of biology are large, and science teachers are often unprepared to support students’ language needs. Here, we describe a 4-week summer high school introductory biology course executed in a large West Coast city. Our aim was to help 33 students recover their biology credit. A centerpiece of the 4-week course was the embedding of metacognitive language support tools in class lectures and assessments. Of 29 regular attendees, 28 passed with a C or better. Student science learning was reliably associated with use of the language support tools.