Examining Hispanic students' science learning in an argument-based inquiry classroom

The Hispanic population in the United States experiences many challenges in education that have placed them behind their Euro-American counterparts in terms of achievement. These challenges are associated with socioeconomic status and family structure, educational expectations, and low-quality schooling in the elementary grades. The purpose of this case study was to examine how Hispanic students constructed science learning in their science inquiry. Data was collected using a variety of qualitative techniques, including nonparticipant observations, analysis of semi-structured interviews, audio recordings, transcription, and observations. The focal participants of this study were three Hispanic students, two in fifth grade and one in fourth grade. Findings indicated that the two aspects of science inquiry approach (laboratory activities and negotiation) impacted students’ learning in science under diverse factors. These factors included importance of dialogue, importance of classroom setting (grouping and time allotment), and importance of various learning tools. Students also encountered particular challenges while they were involved in this learning context. These challenges involved developing connections between claims and evidence, classroom routines and decisions, administrative decisions of the school, issues associated with group conforming or pairing up students, and language issues. This study provides implications for science education policies, teaching practices, and research in science learning improvement for minority students.