Improving science learning in a minority linguistic francophone context : Results from the experimentation of a pedagogical model
Socio-cultural and economic factors may in part explain poor academic results for linguistic minorities. In such a case, pedagogical considerations in light of such factors should be put in place. This research created and experimented a pedagogical model for teaching science to minority language students, while considering socio-cultural factors. During a two-month intervention, grade five students studied salt-water marshes in a unit conceived within this model. Oral and written expression of their observations constituted an important part of the experiment. Results indicate a favourable attitude towards the pedagogical approach and progression in science and lexical learning in both written and oral language.