ABSTRACT

This chapter describes the methodological decisions made while planning and implementing a research study investigating a reform-based science curriculum intervention in an English/Spanish dual language middle school science classroom. To examine some of the substantive and methodological issues facing emergent bilingual students, this study reports on the implementation of a socioscientific issues approach to science education, coupled with a scientific argumentation framework in an English/Spanish dual language middle school science classroom. In addition to the curricular and pedagogical changes precipitated by recent science education reform, schools in the United States are continuing to shift demographically, particularly with an increase in CLD students, the majority represented by Latina/o students. CLD students are often underserved and underrepresented in science education and related fields, and include English Learners and emergent bilinguals. Argumentation, as a scientific practice, has been and continues to be a focal point within the science education research community.