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Title: Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity

Journal Article · · Journal of Engineering Education
DOI: https://doi.org/10.1002/jee.20409 · OSTI ID:1812413
ORCiD logo [1];  [2]; ORCiD logo [3];  [1]
  1. Psychological, Health, and Learning Sciences Department University of Houston Houston Texas USA
  2. Mechanical Engineering Department Texas Tech University Lubbock Texas USA
  3. School of Teacher Preparation, Administration and Leadership New Mexico State University Las Cruces New Mexico USA
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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.

Sponsoring Organization:
USDOE
Grant/Contract Number:
NA0003988
OSTI ID:
1812413
Journal Information:
Journal of Engineering Education, Journal Name: Journal of Engineering Education Journal Issue: 3 Vol. 110; ISSN 1069-4730
Publisher:
Wiley Blackwell (John Wiley & Sons)Copyright Statement
Country of Publication:
United States
Language:
English

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