Contributing to Reading Comprehension through Science and Technology Education

Autor/inn/en	van Keulen, Hanno; Boendermaker, Conny
Titel	Contributing to Reading Comprehension through Science and Technology Education
Quelle	In: Design and Technology Education, 25 (2020) 2, S.117-142 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-1431
Schlagwörter	Reading Comprehension; Science Education; Technology Education; Outcomes of Education; Design; Elementary School Students; Inquiry; Teaching Methods; Comparative Analysis; Oral Language; Reading Instruction; Scoring Rubrics; Self Efficacy; Teacher Attitudes; Communities of Practice; Faculty Development; Scores; Foreign Countries; Elementary School Teachers; Student Attitudes; Netherlands + Suchen Sie Ihr Suchwort? Leseverstehen; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Leseunterricht; Scoring formulas; Auswertungsbogen; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Community; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Niederlande
Abstract	In this study, an educational development approach is investigated aiming at improving reading comprehension outcomes in primary education through inquiry and design-based Science & Technology teaching. The context is societal pressure to increase the likelihood that more students, later in their life, will aspire for careers in technology-intensive professions. However, schools are under more pressure to focus on core subjects, such as language. Integrated Science & Technology and Language education may overcome this problem. In this study, students from Years/Grades 3-6 (9- to 12-year-olds) received an experimental treatment, in which regular reading comprehension lessons were replaced by inquiry and design-based projects with a strong focus on oral language. Before and after, their performance on tests for reading comprehension was measured. No significant differences were found from performance in a control group, who received the regular reading comprehension lessons, but hardly any Science & Technology lessons. In the experimental group, teachers used the Skills Rubric Inquiry and Design and reported that students' skills for inquiry and design improved considerably. Substantial professional support in the form of weekly meetings in a professional learning community was necessary to achieve these goals. Initially, the teachers involved had little knowledge of Science & Technology and low self-efficacy with regard to teaching this subject, but teacher attitude towards teaching Science & Technology improved considerably during the project. It was concluded that integrating Science & Technology and language education is a complicated yet rewarding approach. (As Provided).
Anmerkungen	Design and Technology Education Association. 16 Wellesbourne House, Walton Road, Wellesbourne, Warwickshire, CV35 9JB, UK. Tel: +44-1789-470007; Fax: +44-1789-841995; e-mail: info@data.org.uk; Web site: http://www.data.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01