What Matters? A Case Study of Elementary English Language Learners in STEM Education

Autor/inn/en	Tang, Daijiazi; Li, Miao; Crowther, David T.
Titel	What Matters? A Case Study of Elementary English Language Learners in STEM Education
Quelle	In: Research in Science & Technological Education, 41 (2023) 3, S.819-837 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Daijiazi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2021.1959308
Schlagwörter	Elementary School Students; English Language Learners; STEM Education; Kindergarten; Young Children; Parents; Public Schools; Learner Engagement; Chinese Americans; Cultural Background; Diversity; Academic Achievement; Influences + Suchen Sie Ihr Suchwort? STEM; Frühe Kindheit; Eltern; Public school; Öffentliche Schule; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Schulleistung; Influence; Einfluss; Einflussfaktor
Abstract	The rapidly growing needs of the science, technology, engineering, and mathematics (STEM) workforce have attracted educators and policymakers to reinforce STEM education from elementary to postsecondary education. Additionally, an increasing number of English language learners (ELLs) in the U.S. public education system draws educators' attention to improve their STEM learning performance. This study aimed to investigate the extent to which pertinent factors, i.e. language proficiency, pedagogical approach, cultural diversity, learning interest, and classroom climate are interacted in Chinese ELLs' STEM learning engagement and performance and conduct a culture-based insight of the linkage of the key factors. Five first-generation young Chinese ELLs and their parents from public kindergarten and elementary schools in the U.S. completed two rounds of individual interviews. A qualitative cross-case analysis from an Emic perspective was used to explore how the key factors associated with Chinese ELLs' STEM learning outcomes, including learning engagement (effort and persistence) and performance. Data were analyzed by NVivo 12.0. Language proficiency, pedagogical approach, learning interest, and classroom climate carried global influences on Chinese ELLs' learning outcomes from different aspects. Moreover, cultural diversity as a contextual element influenced Chinese ELLs' STEM learning engagement and performance throughout the other four factors. The findings of this study delineated a bridge that linked language proficiency, pedagogical approach, cultural diversity, learning interest, classroom climate, and interactions to STEM learning outcomes as multifaceted systems under possible contextual situations among Chinese ELLs. With an integrative understanding of cultural diversity and other key factors, we suggested that educators could utilize culture-centered connectivity in STEM teaching for students from a Chinese background. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01