Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity
Zenaida Aguirre‐Muñoz, M. Pantoya, Magdalena Pando, Elías S. Loría Garro
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引用次数: 2
Abstract
Limited research examines the effects of integrated science and engineering (SE) instruction emphasizing disciplinary literacy and language activities on engineering identity and content understanding. Far fewer studies target English learners (ELs).
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