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 |
|---|---|
| Language: | English |
| Authors: | Aguirre-Muñoz, Zenaida (ORCID |
| Source: | Journal of Engineering Education. Jul 2021 110(3):517-544. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2021 |
| Sponsoring Agency: | US Department of Energy National Science Foundation (NSF) |
| Contract Number: | DENA0003988 REE1836081 REE1463820 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 2 Primary Education |
| Descriptors: | Engineering Education, STEM Education, Content and Language Integrated Learning, Elementary School Science, Scaffolding (Teaching Technique), Professional Identity, Technical Occupations, Culturally Relevant Education, English Language Learners, Females, Grade 2, Sex Stereotypes, Instructional Effectiveness |
| DOI: | 10.1002/jee.20409 |
| ISSN: | 1069-4730 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1304065 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 1069-4730 |
| DOI: | 10.1002/jee.20409 |
