STEM Education Needs STEM Talk

Frances Nebus Bose; Megan Elaine  Lynch; Carla Zembal-Saul

STEM Education Needs STEM Talk

Frances Nebus Bose
, Megan Elaine Lynch
, Carla Zembal-Saul

Teaching, Learning and Curriculum

The Pennsylvania State University

Research output: Contribution to journal › Article › peer-review

Abstract

Multilingual children learning English often receive inequitable curriculum, instruction, and assessment opportunities in pre K–5 schools where English is the dominant language of instruction (García and Kleifgen 2018). There is an even more prevalent gap when also considering access to high quality STEM learning opportunities (NASEM 2018). Why is STEM enrichment for multilingual children critical, even during a pandemic? STEM in early/elementary education can offer deep, productive content to engage all children and build on their lived experiences (Lee 2005).

Original language	American English
Pages (from-to)	38-44
Number of pages	8
Journal	Science and Children
Volume	59
Issue number	2
State	Published - Nov 2021

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Access to Document

https://doi.org/10.1080/00368148.2021.12315822

Cite this

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title = "STEM Education Needs STEM Talk",

abstract = "Multilingual children learning English often receive inequitable curriculum, instruction, and assessment opportunities in pre K{\textendash}5 schools where English is the dominant language of instruction (Garc{\'i}a and Kleifgen 2018). There is an even more prevalent gap when also considering access to high quality STEM learning opportunities (NASEM 2018). Why is STEM enrichment for multilingual children critical, even during a pandemic? STEM in early/elementary education can offer deep, productive content to engage all children and build on their lived experiences (Lee 2005). ",

author = "Bose, \{Frances Nebus\} and Lynch, \{Megan Elaine\} and Carla Zembal-Saul",

note = "To cite this article: Frances Nebus Bose, Megan E. Lynch \& Car La Zembal-Saul (2021) STEM Education Needs STEM Talk, Science and Children, 59:2, 38-44, DOI: 10.1080/00368148.2021.12315822",

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AU - Lynch, Megan Elaine

AU - Zembal-Saul, Carla

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PY - 2021/11

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N2 - Multilingual children learning English often receive inequitable curriculum, instruction, and assessment opportunities in pre K–5 schools where English is the dominant language of instruction (García and Kleifgen 2018). There is an even more prevalent gap when also considering access to high quality STEM learning opportunities (NASEM 2018). Why is STEM enrichment for multilingual children critical, even during a pandemic? STEM in early/elementary education can offer deep, productive content to engage all children and build on their lived experiences (Lee 2005).

AB - Multilingual children learning English often receive inequitable curriculum, instruction, and assessment opportunities in pre K–5 schools where English is the dominant language of instruction (García and Kleifgen 2018). There is an even more prevalent gap when also considering access to high quality STEM learning opportunities (NASEM 2018). Why is STEM enrichment for multilingual children critical, even during a pandemic? STEM in early/elementary education can offer deep, productive content to engage all children and build on their lived experiences (Lee 2005).

M3 - Article

SN - 0036-8148

VL - 59

SP - 38

EP - 44

JO - Science and Children

JF - Science and Children

IS - 2

ER -

STEM Education Needs STEM Talk

Abstract

UN SDGs

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Cite this