A New Paradigm for STEM Learning and Identity in English Language Learners: Science Translation as Interdisciplinary, Multi-Modal Inquiry

Autor/inn/en	Gray, Patricia; Germuth, Amy; MacNair, Jessica; Simpson, Claire; Sowa, Sarah; van Duin, Nancy; Walker, Claudia
Titel	A New Paradigm for STEM Learning and Identity in English Language Learners: Science Translation as Interdisciplinary, Multi-Modal Inquiry
Quelle	In: Journal of Interdisciplinary Teacher Leadership, 4 (2019) 1, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-7432
Schlagwörter	Models; STEM Education; Self Concept; English Language Learners; Immigrants; Self Efficacy; Academic Ability; Multiple Intelligences; Elementary School Students; Middle School Students; Inquiry; Active Learning; Nonverbal Communication; Music; Interdisciplinary Approach; Cooperative Learning; Teamwork; Student Interests; Science Interests; Skill Development + Suchen Sie Ihr Suchwort? Analogiemodell; STEM; Selbstkonzept; Immigrant; Immigrantin; Immigranten; Self-efficacy; Selbstwirksamkeit; Intelligenz (Psy); Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Aktives Lernen; Non-verbal communication; Nonverbale Kommunikation; Musik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kooperatives Lernen; Studieninteresse; Kompetenzentwicklung; Qualifikationsentwicklung
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. (As Provided).
Anmerkungen	Kenan Fellows Program for Teacher Leadership at NC State University. 1070 Partners Way, Hunt Library Suite 500, NCSU Centennial Campus, Raleigh, NC 27606. Tel: 919-515-5118; Fax: 919-515-5831; e-mail: kenanfellows@ncsu.edu; Web site: https://kenanfellows.org/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01