https://doi.org/10.46767/kfp.2016-0027

ABSTRACT

This two-year case study examined multi-modal, interdisciplinary approaches to engage both immigrant English Second Language (ESL) and English Language Learners (ELL) in STEM (science, technology, engineering, math) learning and to build STEM identity and self-efficacy. Leveraging innate abilities, multiple intelligences, and self-identified interests, children in Grades 3 through 8, new to America and STEM, became inquiry-based researchers of sound-making, soundscapes, and nonverbal communication systems in diverse species including human music-making using technology, analysis, communication research, and observation skills. Using generative and lateral thinking methodology for science translation, interdisciplinary methods, and team-based learning, the students demonstrated increased STEM interest, STEM learning, and STEM skill sets while developing self-efficacy as STEM learners and communicators.

Key Words: science education, immigrant, English Language Learners (ELL), multi-modal learning, interdisciplinary, learner-centered, knowledge translation.

PDF

REFERENCES

Bang, M., Medin, D., Washinawatok, K., & Chapman, S.(2010). Innovations in culturally based science education through partnerships and community. In M. S. Khine & M. I. Saleh (Eds.), New science of learning: Cognition, computers, and collaboration in education. New York, NY: Springer.

Bell, P., Bricker, L., Reeve, S., Zimmerman, H. T., &Tzou, C. (2013). Discovering and supporting successful learning pathways of youth in and out of school: Accounting for the development of everyday expertise across settings. In LOST Opportunities (pp. 119-140). Springer Netherlands.

Betz, N. E., & Hackett, G. (2006). Career self-efficacy theory: Back to the future. Journal of Career Assessment, 14(1), 3-11.

Bransford, J., National Research Council (U.S.)., & National Research Council (U.S.). (2000). How people learn: Brain, mind, experience, and school. Washington, D.C: National Academy Press.

Buxton, C. & Provenzo, E. (2010). Teaching Science in Elementary and Middle School: A Cognitive and Cultural Approach, 2nd edition. Thousand Oaks, CA: Sage Publications.

Calabrese Barton, A., & Tan, E. (2010). “We Be Burnin!”: Agency, Identity, and Science Learning. Journal of the learning sciences, 19(2), 187-229.

Carlone, H. B., Scott, C. M., & Lowder, C. (2014). Becoming (less) scientific: A longitudinal study of students’ identity work from elementary to middle school science. Journal of research in science teaching, 51(7), 836-869. doi:10.1002/tea.21150

Carrier, S., Wiebe, E. N., Gray, P., & Teachout, D. (2011). BioMusic in the classroom: Interdisciplinary elementary science and music curriculum development. School Science and Mathematics, 111(8), 425-434.

Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B.K., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues, 67(3), 469-491.

Cheng, J. C. H., & Monroe, M. C. (2012). Connection to Nature Children’s Affective Attitude Toward Nature. Environment and Behavior, 44(1), 31-49.

Crosnoe, R., & Turley, R. N. L. (2011). K-12 educational outcomes of immigrant youth. The Future of Children, 21(1), 129-152.

Dawson, E. (2014). ‘Not designed for us’: How science museums and science centers socially exclude low-income, minority ethnic groups. Science education, 98(6), 981-1008. doi:10.1002/sce.21133

DOE 2015. National Center for Education Statistics https://nces.ed.gov/fastfacts/display.asp?id=96

Dorsen, J, Carlson B., Goodyear, L. (2006) Connecting Informal STEM Experiences to career Choices: Identifying the Pathway. ITEST Learning Resource Center, retrieved from http://stelar.edc.org/sites/stelar.edc.org/files/itestliteraturereview06.pdf

Dryfoos, J. & Barkin, C. (2006). Adolescence: Growing Up in America Today. New York: Oxford University Press.

Eisenhart, M., Finkel, E., & Marion, S. F. (1996). Creating the conditions for scientific literacy: A re-examination. American educational research journal, 33(2), 261-295.

Fadigan, K. A., & Hammrich, P. L. (2004). A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program. Journal of Research in Science Teaching, 41(8), 835-860.

Gallup Youth Survey. Washington DC: The Gallop Organization. 2004

Gray, P., Krause, B., Atema, J., Payne, R., Krumhansl, C., Baptista, L. (2001). The Music of Nature and the Nature of Music. Science Vol. 291, Issue 5501, pp. 52-54 DOI:10.1126/science.10.1126/SCIENCE.1056960

Gray, P. (2014) What is BioMusic? Toward Understanding of Music-Making and Its Role in Life. Journal of Biomusical Engineering 2:e105. doi:10.4712/2090-2719.1000e105

Hackett, G., & Byars, A. M. (1996). Social cognitive theory and the career development of African American women. The Career Development Quarterly, 44(4), 322-340.

Herrenkohl, L. R., & Mertl, V. (2010). How students come to be, know, and do: A case for a broad view of learning. New York: Cambridge University Press.

Johnson-Ahorlu, R. N. (2012). The academic opportunity gap: How racism and stereotypes disrupt the education of African American undergraduates. Race Ethnicity and Education, 15(5), 633-652.

Krishnamurthi, A., Bevan, B., Colon, V., & Rinehart, J. (2013). What after school STEM does best: How stakeholders describe youth learning outcomes. Afterschool matters (Fall), 42-49.

Large, E. W., & Gray, P. M. (2015). Spontaneous tempo and rhythmic entrainment in a bonobo (Pan paniscus). Journal of Comparative Psychology, 129(4), 317.

Lee, O., Buxton, C., Lewis, S. and LeRoy, K. (2006), Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention. J.Res. Sci. Teach., 43: 607-636. doi:10.1002/tea.20141

Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of research in science teaching, 38(3), 296-316.

Lent, R. W., S. D. Brown, et al. (2005). Social Cognitive Predictors of Academic Interests and Goals in Engineering: Utility for women and students at historically Black universities. Journal of Counseling Psychology 52 (1): 84-92.

Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science education, 91(5), 822-839. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26088334&site=ehost-live

Meyer, X. & Crawford, B.A. Cultural Studies of Science Education(2011) 6:525. doi:10.1007/s11422-011-9318-6

Nasir, N. S., Rosebery, A. S., Warren, B., & Lee, C. D. 2006). Learning as a cultural process: Achieving equity through diversity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 567-580). New York: Cambridge University Press

National Research Council (Ed.). (1996). National science education standards. Washington, DC: National Academy Press.

National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: The National Academy Press.

National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Retrieved from Washington DC: The National Academy Press

National Research Council. (2015). Identifying and Supporting Productive Programs in Out-of-School Settings. Washington, DC: The National AcademyPress.

National Science Foundation (2015). Rebuilding the Mosaic: Fostering Research in the Social, Behavioral and Economic Sciences at the National Science Foundation in the Next Decade. Publication Number: NSF 11-086

O’Neil, C., Lambert, A. (1982). Drama Structures: APractical Handbook for Teachers. Portsmouth, NH: Heinemann. Partnership for 21st Century Skills, (2007). e-paper retrieved from:http://www.p21.org/storage/documents/21st_Century_Skills_Assessment_e-paper.pdf

Roberts, D. F., Henriksen, L., Christenson, P. G. (1999). Substance use in popular movies and music. Rockville, MD: Drug Policy Information Clearinghouse (ERIC Document Reproduction Service No. ED449404).

Robinson, K., Aronica, L. (2015). Creative Schools. New York: Viking.

Roe, K. (1996). Music and identity among European youth: Music as communication. In P. Rutten (Ed.), Music in Europe, part II: Music, culture and society in Europe (pp. 85-97). Brussels: European Music Office

Rosebery, A. S., Ogonowski, M., DiSchino, M., & Warren, B. (2010). “The coat traps all your body heat”: Heterogeneity as fundamental to learning. Journal of the learning sciences, 19(3), 322-357.

Stanislavski, C. (1989). An Actor Prepares (E.R.Hapgood, Trans.). New York, NY: Routledge

UBEATS Curriculum. (2013). https://ubeats.uncg.edu/curriculum-downloads

UBEATS High School Student Mentors produced Documentaries: https://ubeats.uncg.edu/documentary/