Using The Instructional Congruence Model To Change A Science Teacher\u27s Practices And English Language Learners\u27 Attitudes And Achievement In Science

The purpose of the current study was to examine the effects of adapting the instructional congruence model on the English Language Learners\u27 (ELL) attitudes and achievement in science. Changes in teacher\u27s views and practices were documented. The mixed-method approach was adapted. Data sources were the Attitude Towards Science survey, VNOS-C questionnaire, Luykx and Lee (2007) observational instrument, Gee (1997) discussion categories, video recordings, and pre- and post-tests. A science teacher and a class of 24 ELL female students in a charter school participated in this research. The results of this study indicated that student achievement increased significantly and students\u27 attitudes improved in all contexts. At the conclusion of the study, all teacher\u27s views on NOS were reported to be informed, teacher\u27s practices were rated higher, and different classroom interactions increased significantly. The instructional congruence model in science education has been successful in reaching different learners, improving students\u27 attitudes and achievement in science and enhancing teacher\u27s views and practices. This model has significant potential for meeting the challenging goals of reformed science education