Curiosité: Inquiry-based instruction and bilingual learning

Authors

Cheryl Bowen (McElvain), Santa Clara UniversityFollow
Heidi A. Smith

Document Type

Article

Publication Date

10-16-2016

Publisher

Sciedu Press

Abstract

The issues that prompt this study are based on current research indicating the positive effects of inquiry learning onthe cognitive development of children. The purpose of this case study was to understand the effects of inquirylearning on the academic achievement and bilingual verbal ability of 5th grade bilingual students in a French/Englishdual immersion program. The treatment group of students completed research projects through a guided inquirylearning approach, while the control group experienced the traditional problem solving research approach. Initialfindings report a significant mean increase in mathematical reasoning, bilingual verbal ability, higher motivation tolearn, and increased self-efficacy in the treatment versus the control group of students.

Comments

Copyright 2016 © Sciedu Press. Published under a Creative Commons Attribution License 3.0. No changes were made.

https://doi.org/10.5430/jct.v5n2p63

Recommended Citation

McElvain, C. & Smith, H. (2016). Curiosité: Inquiry-based instruction and bilingual learning. Journal of Curriculum and Teaching, 5(2).