Fostering Kindergarten STEM Knowledge and Identity Development With Integrated Science and Engineering Instruction and Simulated iPad Games (Poster 11)

• In Event: AERA Poster Session 1
  In Poster Session: Computational Thinking and the Learner and Educator Experience (San Diego)

Abstract

There is limited research examining the effects of integrated science and engineering (SE) instruction emphasizing disciplinary literacy and language activities on engineering identity and content understanding of English learners (ELs). Far fewer research examines the impact of simulation games on young EL knowledge. The purpose of this study was to (a) replicate prior results of the impact of SE instruction on kindergarten learning outcomes and (b) test the added value of a simulation game on the development of content knowledge (science and technology) and engineering identity. Replicating prior studies, SE instruction significantly increased kindergarten ELs’ science, engineering, and technology knowledge. iPad game use also significantly increased Els’ engineering identity and marginally increased content knowledge. Implications will be discussed.

Authors

• Zenaida Aguirre-Munoz, University of California - Merced

• Magdalena Pando, Southern Methodist University

• Michelle Pantoya, Texas Tech University