Exploring Elementary Students' Reading Engagement With Science-Integrated Literacy Tasks (Poster 21)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Advances in STEM Learning and Educational Psychology

Abstract

This study investigates the multidimensional construct of student engagement, encompassing affective, behavioral, cognitive, and social dimensions. Prior research indicates that engaged students retain information better, have rewarding academic experiences, pursue post-secondary education, and have lower dropout rates. This study explores elementary students’ engagement during integrated science-literacy tasks, comparing elementary students' self-perceptions to teacher reports and researcher observations. Initial results reveal significant discrepancies between students’ and teachers’ perceptions of engagement. Additionally, initial results reveal the importance of supporting students’ engagement in reading as that may positively impact their performance in math and science. These findings highlight the importance of examining engagement multidimensionally, through multiple measures, and in integrated science-literacy content contexts.

Author

• Peet Smith, California State University - San Bernardino