Read, Write, Talk, Design! Literacy and Engineering in a Second-Grade Classroom

• In Event: AERA Poster Session 7
  In Poster Session: Innovations in Literacy Research, Theory, and Practice: Poster Session 2

Abstract

The purpose of this naturalistic inquiry is to understand the language and literacy practices second graders (n=14) use during the design phase of the engineering process. Our findings stem from an integrated, 6-week long unit of study combining engineering and literacy in weekly lessons. Data collection and analysis focuses on student work and video of focal partners. Students identified problems and viable solutions for a character in a book and developed written plans with thought to design features using explanatory writing. Video data shows children used even more verbal explanatory language however their talk lacked academic vocabulary. The authors contribute to a void in the research around literacy learning for young children during engineering and provide implications for practitioners.

Authors

• Tanya Flushman, California Polytechnic State University - San Luis Obispo

• Alexandra Pineda, California Polytechnic State University - San Luis Obispo