Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity.
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| Title: | Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity. |
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| Authors: | Aguirre‐Muñoz, Zenaida1 (AUTHOR) zaguirre-munoz@ucmerced.edu, Pantoya, Michelle2 (AUTHOR) michelle.pantoya@ttu.edu, Pando, Magdalena3 (AUTHOR) mpando@nmsu.edu, Loria Garro, Elias S.1 (AUTHOR) esloriag@central.uh.edu |
| Source: | Journal of Engineering Education. Jul2021, Vol. 110 Issue 3, p517-544. 28p. |
| Subject Terms: | *Science classrooms, *Limited English-proficient students, *Cultural literacy, *Gender stereotypes, Identity (Psychology) |
| Abstract: | Background: Limited research examines the effects of integrated science and engineering (SE) instruction emphasizing disciplinary literacy and language activities on engineering identity and content understanding. Far fewer studies target English learners (ELs). Purpose: The impact of an SE intervention on the development of science, engineering, and technology knowledge as well as engineering identity was examined. To address ELs' learning needs, the curricular design was built on a validated SE model by integrating (1) developmental, (2) language scaffolds, and (3) culturally based accommodations. Design/Method: Separate analysis of variance examined the effects of the intervention on science, engineering, and technology knowledge as well as engineering identity. The relationship among engineering identity and content outcomes was also examined. ELs from kindergarten to second grade classrooms were randomly assigned to the integrated SE group or control group. Results: Integrated SE instruction significantly increased ELs' science, engineering, and technology knowledge as well as a substantially developed engineering identity. Overall, ELs' engineering identity is associated with an increase in science, engineering, and technology content knowledge. However, second grade girls' identity development was not associated with learning measures. These correlations suggest the context of the engineering activity may have reinforced gendered stereotypes and reduced the effects for girls' engineering attitudes. Conclusions: Integrated SE instruction emphasizing disciplinary literacy and cultural accommodations increases early elementary ELs' learning and engineering identity. Future studies should examine the unique effects of language scaffolds and cultural modifications on student learning and the impact of gender stereotypes on girls' engineering attitudes. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 151816868 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Aguirre‐Muñoz%2C+Zenaida%22">Aguirre‐Muñoz, Zenaida</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> zaguirre-munoz@ucmerced.edu</i><br /><searchLink fieldCode="AR" term="%22Pantoya%2C+Michelle%22">Pantoya, Michelle</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> michelle.pantoya@ttu.edu</i><br /><searchLink fieldCode="AR" term="%22Pando%2C+Magdalena%22">Pando, Magdalena</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> mpando@nmsu.edu</i><br /><searchLink fieldCode="AR" term="%22Loria+Garro%2C+Elias+S%2E%22">Loria Garro, Elias S.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> esloriag@central.uh.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Engineering+Education%22">Journal of Engineering Education</searchLink>. Jul2021, Vol. 110 Issue 3, p517-544. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+classrooms%22">Science classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+literacy%22">Cultural literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+stereotypes%22">Gender stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Limited research examines the effects of integrated science and engineering (SE) instruction emphasizing disciplinary literacy and language activities on engineering identity and content understanding. Far fewer studies target English learners (ELs). Purpose: The impact of an SE intervention on the development of science, engineering, and technology knowledge as well as engineering identity was examined. To address ELs' learning needs, the curricular design was built on a validated SE model by integrating (1) developmental, (2) language scaffolds, and (3) culturally based accommodations. Design/Method: Separate analysis of variance examined the effects of the intervention on science, engineering, and technology knowledge as well as engineering identity. The relationship among engineering identity and content outcomes was also examined. ELs from kindergarten to second grade classrooms were randomly assigned to the integrated SE group or control group. Results: Integrated SE instruction significantly increased ELs' science, engineering, and technology knowledge as well as a substantially developed engineering identity. Overall, ELs' engineering identity is associated with an increase in science, engineering, and technology content knowledge. However, second grade girls' identity development was not associated with learning measures. These correlations suggest the context of the engineering activity may have reinforced gendered stereotypes and reduced the effects for girls' engineering attitudes. Conclusions: Integrated SE instruction emphasizing disciplinary literacy and cultural accommodations increases early elementary ELs' learning and engineering identity. Future studies should examine the unique effects of language scaffolds and cultural modifications on student learning and the impact of gender stereotypes on girls' engineering attitudes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/jee.20409 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 517 Subjects: – SubjectFull: Science classrooms Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Cultural literacy Type: general – SubjectFull: Gender stereotypes Type: general – SubjectFull: Identity (Psychology) Type: general Titles: – TitleFull: Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Aguirre‐Muñoz, Zenaida – PersonEntity: Name: NameFull: Pantoya, Michelle – PersonEntity: Name: NameFull: Pando, Magdalena – PersonEntity: Name: NameFull: Loria Garro, Elias S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 10694730 Numbering: – Type: volume Value: 110 – Type: issue Value: 3 Titles: – TitleFull: Journal of Engineering Education Type: main |
| ResultId | 1 |
