Okhee Lee|Cory Buxton|Scott E. Lewis|Kathryn LeRoy
Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention
University of Miami|University of Miami|University of Miami|Miami-Dade County Public Schools
abstract study examines elementary students abilities conduct science inquiry participation instructional intervention school year study involved 25 third fourth grade students six elementary schools representing diverse linguistic cultural groups prior completion intervention students participated elicitation sessions conducted semistructured inquiry task evaporation results indicate students demonstrated enhanced abilities aspects inquiry task continued difficulties aspects task even instruction although students demographic subgroups showed substantial gains students nonmainstream less privileged backgrounds science showed greater gains inquiry abilities privileged counterparts results contribute emerging literature designing learning environments foster science inquiry elementary students diverse backgrounds 2006 wiley periodicals inc j res sci teach 43 607636 2006