Strengthening Science Attitudes for Newcomer Middle School English Learners: Visually Enriched Integrated Science and Language Instruction

Autor/inn/en	Tretter, Thomas R.; Ardasheva, Yuliya; Morrison, Judith A.; Karin Roo, Anna
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01