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Autor/inn/en | Tretter, Thomas R.; Ardasheva, Yuliya; Morrison, Judith A.; Karin Roo, Anna |
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Titel | Strengthening Science Attitudes for Newcomer Middle School English Learners: Visually Enriched Integrated Science and Language Instruction |
Quelle | In: International Journal of Science Education, 41 (2019) 8, S.1015-1037 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Tretter, Thomas R.) ORCID (Ardasheva, Yuliya) ORCID (Morrison, Judith A.) ORCID (Karin Roo, Anna) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2019.1585993 |
Schlagwörter | Scientific Attitudes; Middle School Students; English Language Learners; Secondary School Science; Science Education; Recreational Facilities; Astronomy; Visualization; Cartoons; Books; Scientific Literacy; Vocabulary Development; Science Instruction; Attitude Change Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Naturwissenschaftliche Bildung; Freizeiteinrichtung; Astronomie; Visualisation; Visualisierung; Zeichentrickfilm; Book; Buch; Monographie; Monografie; Wortschatzarbeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Attitudinal change; Einstellungsänderung |
Abstract | This study investigated ways to foster positive science attitudes among newcomer first-year middle school English learners (n = 79) under two conditions: (1) "Extended Science + Extended Literacy" (planetarium-based visualisations + vocabulary + comic and trade books) and (2) "Extended Science + Literacy" (planetarium-based visualisations + vocabulary). The results indicated a statistically and practically meaningful increase in science attitudes (Cohen's d = 0.43) after an 8-week science unit delivered under the Extended Science + Extended Literacy condition, which was maintained, but not increased, for the second 8-week unit under the Extended Science + Literacy condition. These results suggest that the combination of planetarium-based visualisations and comic and trade books can be effective for supporting newcomer ELs' science attitudes. However, once achieved, this effect may be maintained with less intensive literacy (vocabulary only) support. Student judgments of the quality of the planetarium-based visualisation experiences in terms of clarity, easiness, excitement, and usefulness began high and went even higher with more experiences, Cohen's d > 0.50 for three out of four quality indicators. Interviews corroborated these results with teacher and students indicating that they highly valued the visually-rich nature of the program, the variety of learning opportunities within the program, and program continuity/close alignment between science and literacy supports--all components contributing to high levels of engagement and positive attitudes toward science. Ways to adopt program components across settings are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |