The purpose of this R&D project is to study the feasibility of culturally and linguistically sensitive science instructional materials with middle-school level Spanish-speaking English language learners (ELLs) in Oregon. The project is a collaborative effort between the University of Oregon's National Center for Supported Electronic Text and the Center for Advanced Technology in Education (CATE), in partnership with the Latin-American Institute for Educational Communication (ILCE, Spanish acronym) in Mexico; it aims at selecting, translating into English, enhancing, and evaluating the use of ILCE-produced instructional materials. ILCE's materials consist of a series of Collaborative Online Projects (COPs) in Spanish, available through "Red Escolar" with headquarters in Mexico as well. COPs are 5-6-week duration technology-enhanced instructional modules. Generally, they consist of one study unit containing four to five lessons on specific science topics designed to enhance understanding of key science concepts and skills.
Modification and development of COPs will be based on a cognitive-affective theory of multimedia learning that founds itself on dual-coding theory, cognitive-load theory, and constructivist learning theory. Enhanced bilingual versions of COPs will be aligned with the Oregon Science Standards and the National Science Education Standards (NRC, 1996). These COPs will include support resources, such as interactive online reading through e-text, audio and video explanations of fundamental scientific vocabulary, illustrations (e.g., images, videos, games), access to an online bilingual dictionary, text-to-speech software that enables all words to be read out loud, and links between the two language versions. In addition, the project aims at developing accompanying teacher guides to ensure their understanding of the science content and instructional strategies.
The project will adopt a designed-based research approach to the redesign, testing, refinement, and evaluation of COPs focused on the interaction between teachers, students, and materials with a functional, evidence-based intervention as one of the outcomes of the process. The main assumption of the proposed scope of work is that adapting quality science materials already in use by Mexican science teachers and students may be an efficient way to develop and deliver culturally relevant materials to the linguistically diverse population of ELLs in Oregon. The project will investigate the following research questions: (1)Do COPs facilitate science content learning, scientific attitudes, and second-language development? (2) What factors influence students' effective use of COPs? (3) Are teachers and students motivated to use the COPs in the future?
The research design consists of two stages. The first stage--already completed--is informed exploration through which the research team identified and described the problem and assessed needs, conducted a comprehensive literature review, developed appropriate theoretical constructs, and characterized the audience. The second stage is a three-step enactment process: (a) selection and redesign by which a team of scientists, science educators, Oregon Department of Education content specialists, science multimedia experts, and science teachers will identify three COPs, translate them into English, and post them for in-house testing and refinement; (b) conduct case studies to gather and interpret data from classroom observations, logs of students' questions and comments, assessment of students' scientific knowledge gains, and students' and teachers' satisfaction and engagement; and (c) implement a feasibility study in three Oregon school districts, including eight science teachers, and 160 secondary school Spanish-speaking ELLs (20 students/teacher). Qualitative and statistical data gathering and interpretation strategies will be employed. Project feasibility measures include (a) students' learned science concepts using a single-condition pre-test-posttest design, (b) English and Spanish academic language proficiency growth; and (c) teachers' and students' use of technology in science classrooms, satisfaction, engagement, and attitudes.
Major project outcomes consist of three COPs aligned with state and national science standards designed to enhance understanding of the science content and support bilingual literacy acquisition; and research-informed data on the usability of the instructional units. Project evaluation includes both formative and summative components, an external evaluator, an advisory board, and a science review committee. Posting COPs on the CATE's website, journal articles, and presentations at major regional and national conferences are the main dissemination activities.
The COPELLS Project explores the use of a digital environment to enhance science knowledge for students, especially English Learners (ELs). ELs are often underrepresented and face specific learning needs in addressing English language skills in order to learn science. Using digital environments is an emerging field, and the COPELLS Project has contributed by showing how students can learn science content by using the project website (See figure 1). Theoretical background behind the design of the COPs relates to literature about cultural relevance, the Cognitive Affective Theory of Learning with Media, Project-Based Learning, and native language tools (See figure 2). The COPs units were designed with activities to encourage students to consider the impact their choices make to their health and the environment. By increasing students’ understanding of the impact of their day-to-day choices, the project propagates knowledge throughout society. Students, who complete COPs may have a positive impact and help to solve environmental problems through the democratic process. The project advances knowledge and understanding by addressing factors that promote the success of minority students in STEM disciplines: Bilingual instruction (e.g., English/Spanish), Culturally-relevant pedagogy, Student interest in subject matter, and Confidence in the student’s ability to learn science. We believe the design and delivery method of the content through an online format with opportunities for collaborative discussion and engaging formative assessments enhances student interest and confidence in science. (See figure 3). Providing multimodal learning activities, such as videos, text, images, and hands-on lab experiments promotes students to favorably view learning science. The basic COPELLS template for online instruction designed to support Spanish-speaking middle school students can be applied to other disciplines, such as social studies and language arts. With funding from the Office of Special Education Programs the project is being adapted to serve students with learning disabilities. Implementations were conducted successfully. Project staff was well qualified in conducting the project. The team, especially Dr. Knox and Dr. Terrazas-Arellanes, have successfully conducted previous projects with ELs. Project staff provided teachers with professional development, which is vital to increase student learning. Two case studies and one pilot study were conducted. The first case study on the Let’s Help Our Environment (LHOE) unit was conducted with 23 7th grade students and results indicated that teachers and students reported positively about the unit. It was determined that more fieldwork, interactives, and teacher professional development was needed and these concerns were addressed prior to the second case study implementation. The second case study was conducted using the What Your Body Needs (WYBN) unit with 23 6th grade and 60 7th grade students. Results indicated that students were engaged and desired to learn science, and that technology contributed to student learning. ELs increased 21 percentage points from pre- to post-test science content specific assessments, which was statistically significant (See Figure 4). Concerns included needing more forum discussions and time to cover the curriculum, which were addressed before the pilot study. The pilot study was conducted with seven teachers in two schools and a total of 98 6th and 7th grade students (LHOE) and 38 5th grade students (WYBN). Statistically significant pre- to post-test scores of science content specific assessments showed that ELs had a14 percentage point gain for the LHOE unit (assessment reliability = .94 alpha), and a 27 percentage point gain for the WYBN unit (assessment reliability = .71 alpha) (See Figures 5 & 6). Teachers and students reported positive experiences with using the units and indicated interested and support in using them again. The units can be accessed by anyone with Internet access and provide online alternatives to traditional school laboratories. The project has invited users throughout the U.S. and Mexico to use the resources. The project likely made an impact on how teachers, administrators, and students view and use technology as a cognitive and engaging partner in science learning. The project likely made an impact on information resources. By providing teachers with computational and instructional skills and students with computational and online learning skills, it is likely that the project impacted future successes of teachers and students in science and other disciplines. Dissemination began with the publication of a book chapter titled English Language Learners’ Online Science Learning: A Case Study in Cases on Communication Technology for Second Language Acquisition and Cultural Learning (Aitken, 2013), and a journal publication in the Cultural Studies of Science Education journal). In the final year, four papers were submitted on these topics: 1) COPs development, 2) pilot study results, 3) the forum and project-based learning, and 4) practitioner article on teaching with the COPs. The project was accepted to present at two national conferences in 2013, including the International Society for Technology in Education in San Antonio, TX and the Teachers of English for Speakers of Other Languages Village in Dallas, TX.
