Engineering Literacy and Engagement in Kindergarten Classrooms

Autor/inn/en	Aguirre-Muñoz, Zenaida; Pantoya, Michelle L.
Titel	Engineering Literacy and Engagement in Kindergarten Classrooms
Quelle	In: Journal of Engineering Education, 105 (2016) 4, S.630-654 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20151
Schlagwörter	Multiple Literacies; Engineering Education; Learner Engagement; Kindergarten; Learning Activities; Childrens Literature; Student Behavior; Affective Behavior; Cognitive Processes; Elementary School Students; Females; English (Second Language); Second Language Learning; Active Learning + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Lernaktivität; 'Children''s literature'; Kinderliteratur; Student behaviour; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Weibliches Geschlecht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Aktives Lernen
Abstract	Background: Little is understood about how kindergarten students respond to literacy-enriched engineering activities and how engineering-centered literature (picture and story books) can be used to support engineering engagement and content understanding. Purpose: This study sought to understand the effect of engineering-centered literature and academic conversations to enhance linguistically diverse kindergarten students' engagement with engineering content. Design/Method: A withdrawal single-case study with multiple measures was conducted to document the effects of the literacy-enriched engineering intervention program. The frequencies of three types of engagement were recorded: behavioral, affective, and cognitive engagement. Participation in discussions was also recorded to monitor academic conversations. Six female kindergarten students whose first language was not English, representing three ability levels, were targeted for data collection. Results: The relative value of the types of engagement and discussion participation increased. These increases generally declined when the intervention was withdrawn. All ability levels showed significant increase during intervention. Engagement peaked during hands-on engineering design activities for all students. A second peak occurred during the engineering picture book read-aloud with active engagement activities. Conclusion: The combination of activities in the intervention is effective for English language learners and can improve engagement for all ability levels. Academic conversations enhanced all lessons by increasing discussion participation. Results show a functional relationship between enjoying the learning activities and being motivated to participate in discussion. Taken together, engineering-centered literature and academic conversations are effective tools for broadening meaningful participation in engineering education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01