| NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
| Recipient: |
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| Initial Amendment Date: | September 20, 2013 |
| Latest Amendment Date: | September 20, 2013 |
| Award Number: | 1249874 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Gregg Solomon
gesolomo@nsf.gov (703)292-8333 DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
| Start Date: | October 1, 2013 |
| End Date: | September 30, 2017 (Estimated) |
| Total Intended Award Amount: | $389,272.00 |
| Total Awarded Amount to Date: | $389,272.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
2500 BROADWAY LUBBOCK TX US 79409 (806)742-3884 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
Corner of 7th and Boston Ave Lubbock TX US 79409-1021 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | REAL |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
This FIRE project supports the collaboration of researchers from Texas Tech University to engage in a cross-disciplinary research and development project in learning about engineering concepts by young children in kindergarten through second grade. The PIs include an early child learning specialist and an engineering who has written books about engineering for children. The research questions that ground this study address the impact of the use of engineering-centered literature and aligned simulations on student learning and engagement in related STEM content. The researchers are using a single-case design to compare the use of the project Engineering Everywhere Literacy instruction along and in combination with the computer simulation games in the classrooms of two teachers. A small pilot comparison group study is being conducted in the second year of the project to determine the promise of the approach.
The collaboration of disciplinary faculty and education researchers requires that each individual build an understanding of the conceptual frameworks and research perspectives and methodologies of the other discipline. The collaboration modeled in this project provides an example of the sorts of activities in which each researcher should engage in order to make the collaboration more fruitful. The focus on engineering concepts is timely given the rising presence of engineering design in the new college and career readiness standards. The focus on early childhood experiences with engineering addresses a gap in research and development in education.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
NSF DRL-1249874 Effective Practices Integrating Engineering and Literacy in the Early Years project was a Fostering Interdisciplinary Research in Education (FIRE) program that supports mutually beneficial professional development of scholars crossing disciplinary boundaries. This project enabled Drs. Zenaida Aguirre-Muñoz and Michelle Pantoya to investigate innovative classroom practices in science, technology and engineering in kindergarten to second grade classrooms. The innovation involved the use of engineering centered science lessons from a disciplinary literacy approach. What distinguishes this approach from others was the deliberate focus on leading edge science and engineering language development techniques that directly address the learning needs of young students whose first language is not English (English learners, ELs). Consistent with the broad FIRE program goals, distinguished engineering professor Pantoya developed education knowledge and research skills as well as teaching skills by participating in the Engineering is Elementary (EiE) Teacher Educator Institute (TEI) and conducting research guided by Aguirre-Muñoz. Likewise, Aguirre-Muñoz learned the nuances of the engineering design process to develop technologies and the science and math content knowledge that it facilitates.
The Intellectual Merit was the empirical investigation of the use of a developmentally appropriate engineering centered disciplinary literacy intervention. The aim was to determine the extent to which the intervention influenced elementary EL student engineering identity, improved understanding of science content and technology, and increased cognitive engagement of ELs during hands-on, student centered activities. In the first two years of the program, carefully controlled single subject design studies showed a positive impact on these student outcomes. Results provided strong evidence that the language scaffolding strategy utilized, i.e., disciplinary conversations, facilitated student learning and engagement. In the final year of the project, these impacts were replicated using a quasi-experimental design. Further, a prototype of an iPad game targeting engineering design was designed and pilot tested. Pilot test results revealed significant gains in understanding of technology for first and second grade students. In addition, second grade students made significant gains in their understanding of the engineering design process.
Broader impacts include the development of an instructional model that has the potential for broadening the participation of low income bilingual learners in engineering centered activities. This is among the first studies to address the impact of children’s story-book literature that is centered on engineering principles. In addition, the instrumentation developed for this study has national appeal as very few instruments are available for this age group. Our first series of have been published in engineering education journals (Aguirre-Muñoz and Pantoya, 2016 & Pantoya, Aguirre-Muñoz & Hunt, 2015).
References:
Aguirre-Muñoz, & Pantoya, M. (2016). Engineering Literacy and Engagement in Kindergarten Classrooms. Journal of Engineering Education, 105(4), 630-654.
Pantoya, M., Aguirre-Muñoz, Z., & Hunt, E., M., (2015). Developing an Engineering Identity in Early Childhood. American Journal of Engineering Education, 6(2), 61-68.
Last Modified: 12/14/2017
Modified by: Zenaida Aguirre-Munoz
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