Araştırma Makalesi
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Integrating STEAM activities into teaching reading: Examination of comprehension and cognitive load

Yıl 2024, , 218 - 239, 29.01.2024
https://doi.org/10.18039/ajesi.1278816

Öz

Bu araştırma, STEAM etkinliklerinin Yabancı Dil Olarak İngilizce (YDİ) okuma öğretimine entegre edilmesinin okuduğunu anlama ve bununla ilişkili bilişsel yük üzerindeki etkisini araştıran deneysel bir çalışmanın bulgularını rapor etmektedir. Örneklem, her birinde 30 öğrenci olmak üzere deney ve kontrol gruplarına ayrılan 60 lise öğrencisinden oluşmaktadır. Çalışma öncesinde, öğrencilerin okuduğunu anlama becerileri A2 Key testinin okuma modülü ile değerlendirilmiştir. A2 Key'in ilişkili bilişsel yükü de çalışma öncesinde Ulusal Havacılık ve Uzay Dairesi Görev Yükü Endeksi (NASATLX) ile değerlendirilmiştir. Deney grubu için STEAM temelli okuma öncesi etkinlikler okuma öğretimine dahil edilirken, kontrol grubuna ders kitabındaki etkinlikler kullanılarak geleneksel yöntemle öğretim yapılmıştır. Deney beş ay sürmüştür. A2 Key'in okuma bölümü ve NASA TLX, çalışma sonrasında müdahalenin katılımcıların okuduğunu anlama ve bununla ilişkili bilişsel yük üzerindeki etkisini araştırmak için kullanılmıştır. Veriler t-testi ve Çok Değişkenli Kovaryans Analizi (MANCOVA) ile analiz edilmiştir. Bulgulara göre, STEAM tabanlı ısınma etkinlikleri okuduğunu anlama gelişimini deney grubu lehine önemli ölçüde etkilemiştir. Ayrıca, deney grubunun bilişsel yükünün kontrol grubuna kıyasla zihinsel talep, fiziksel talep ve hayal kırıklığı açısından önemli ölçüde azaldığı bulunmuştur. Çalışmanın eğitim politikacıları, müfredat tasarımcıları ve öğretmenler için pratik sonuçları, öğrencilerin STEAM konularına ilgi duymalarını sağlamak ve okuma becerilerini ve bilgi edinimlerini geliştirmeye yol açacak samimi bir sınıf atmosferi yaratmak için STEAM'i EFL müfredatına entegre etme açısından anlaşılmaktadır.

Kaynakça

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  • Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Science, 11, 331. doi:10.3390/educsci11070331
  • Ajideh, P. (2006). Schema–theory based considerations on pre-reading activities in ESP textbooks. TheAsian EFL Journal, 16, 1-19.
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  • Alptekin, C., & Erçetin, G. (2009). Assessing the relationship of working memory to L2 reading: Does the nature of comprehension process and reading span task make a difference? System, 37(4), 627-639. doi:10.1016/j.system.2009.09.007.
  • Amirinejad, M., & Rahimi, M. (2023). Integrating Digital Storytelling into STEAM teaching: Examining young language learners’ development of self-regulation and English literacy. International Journal of Technology in Education, 6(4), 720-735. doi: 10.46328/ijte.551
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  • Daneman, M., & Hannon, B. (2007). What do working memory span tasks like reading span really measure? In N. Osaka, R. H. Logie, and M. D’Esposito (eds.), The cognitive neuroscience of working memory (pp. 21–42). Oxford University Press.
  • Dong, A., Jong, M.S.Y., & King, R.B. (2020). How does prior knowledge influence learning engagement?The mediating roles of cognitive load and help-seeking. Frontiers in Psychology, 11, 591203. doi:10.3389/fpsyg.2020.591203
  • Douglas, M. O. (2017). Assessing the effectiveness of content-based language ınstruction (CBLI) in Japanese at the college advanced level. Japanese Language and Literature, 51(2), 199-243.
  • Duo-Terron, P., Hinojo-Lucena, F.-J., Moreno-Guerrero, A.-J., & López-Núñez, J.-A. (2022). STEAM in Primary Education: Impact on linguistic and mathematical competences in a disadvantaged context. Frontiers in Education, 7, 792656. doi: 10.3389/feduc.2022.792656
  • Echeverri, L., & McNulty, M. (2010). Reading strategies to develop higher thinking skills for reading comprehension. PROFILE Issues in Teachers’ Professional Development, 12(1), 107-123. Retrieved May 2023 from http://goo.gl/eUFctI
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Integrating STEAM activities into teaching reading: Examination of comprehension and cognitive load

Yıl 2024, , 218 - 239, 29.01.2024
https://doi.org/10.18039/ajesi.1278816

Öz

This paper reports the findings of an experimental study that probed into the impact of integrating STEAM activities into teaching English as a Foreign Language (EFL) reading on reading comprehension and its associated cognitive load. The sample included 60 high school students who were split into experimental and control groups, with 30 students in each. Before the study, their reading comprehension was assessed by the reading module of the A2 Key test. The associated cognitive load of A2 Key was assessed by the National Aeronautics and Space Administration Task Load Index (NASATLX) before the study as well. For the experimental group,STEAM-based pre-reading activitieswere incorporated into teaching reading while the control group was taught based on the conventional method utilizing the activities of their textbook. The experiment lasted for five months. The reading section of A2 Key and the NASA TLX were used to explore the effect of the intervention on the participants’ reading comprehension and its associated cognitive load after the study. The data were analyzed by t-test and Multivariate Analysis of Covariance (MANCOVA). According to the findings, STEAM-based warm-up activities significantly impactedthe development of reading comprehension in favor of the experimental group. It was also found that the cognitive load of the experimental group significantly reduced regardingmental demand, physical demand, and frustration in comparison to the control group. The practical implications of the study for education policymakers,curriculum designers, and teachers are understood in terms of integrating STEAM into the EFL curriculum to make students interested in STEAM topics and create a friendly class atmosphere that would lead to developing their reading skills and knowledge acquisition.

Kaynakça

  • Al Akremi, J. E. (2016). The effect of pre-reading activities on male ESL upper-intermediate students’ comprehension in a post basic education school in Oman. International Journal of English Language Education, 4(2), 148-65. doi:10.5296/ijele.v4i2.10168
  • Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Science, 11, 331. doi:10.3390/educsci11070331
  • Ajideh, P. (2006). Schema–theory based considerations on pre-reading activities in ESP textbooks. TheAsian EFL Journal, 16, 1-19.
  • Alavi Moghaddam, B., Kheirabadi, R., Rahimi, M., & Davari, H. (2018). Vision 1, English for Schools (English for K-10)-Student Book. Ministry of Education of IR of Iran, Organization for Educational Research and Planning
  • Alemi, M., & Abedi, S. (2010). The effects of pre-reading activities on ESP reading comprehension. Journal of Language Teaching and Research, 1(5), 569-577. doi:10.4304/jltr.1.5.569-577
  • Aligholi, H. (2022). The dire situation of ‘basic sciences’ in the country. The World of Economy, 5434, 3859385.
  • Alptekin, C., & Erçetin, G. (2009). Assessing the relationship of working memory to L2 reading: Does the nature of comprehension process and reading span task make a difference? System, 37(4), 627-639. doi:10.1016/j.system.2009.09.007.
  • Amirinejad, M., & Rahimi, M. (2023). Integrating Digital Storytelling into STEAM teaching: Examining young language learners’ development of self-regulation and English literacy. International Journal of Technology in Education, 6(4), 720-735. doi: 10.46328/ijte.551
  • Bell, S. (2009). Experimental design. Available online: https://www.sciencedirect.com/topics/earth-and-planetary-sciences/experimental-design
  • Britannica (2023). Schemata. Retrieved February 2023 from https://www.britannica.com/video/193418/overview-STEM-education
  • Cambridge English Qualifications, A2 Key (2020). Retrieved January 2023 from https://www.cambridgeenglish.org/images/504506-a2-key-for-schools-handbook-2020.pdf
  • Chow, B. W.Y., Mo, J., & Dong, Y. (2021). Roles of reading anxiety and working memory in reading comprehension in English as a second language. Learning and Individual Differences, 92, 102092. doi:10.1016/j.lindif.2021.102092.
  • Cooper, B. R., Moore, J. E., Powers, C. J., Cleveland, M., & Greenberg, M. T. (2014). Patterns of early reading and social skills associated with academic success in elementary school. Early Education and Development, 25, 1248-1264. doi:10.1080/10409289.2014.932236.
  • Creese, A. (2005). Is this content-based language teaching? Linguistics & Education, 16, 188-204.
  • Daneman, M., & Hannon, B. (2007). What do working memory span tasks like reading span really measure? In N. Osaka, R. H. Logie, and M. D’Esposito (eds.), The cognitive neuroscience of working memory (pp. 21–42). Oxford University Press.
  • Dong, A., Jong, M.S.Y., & King, R.B. (2020). How does prior knowledge influence learning engagement?The mediating roles of cognitive load and help-seeking. Frontiers in Psychology, 11, 591203. doi:10.3389/fpsyg.2020.591203
  • Douglas, M. O. (2017). Assessing the effectiveness of content-based language ınstruction (CBLI) in Japanese at the college advanced level. Japanese Language and Literature, 51(2), 199-243.
  • Duo-Terron, P., Hinojo-Lucena, F.-J., Moreno-Guerrero, A.-J., & López-Núñez, J.-A. (2022). STEAM in Primary Education: Impact on linguistic and mathematical competences in a disadvantaged context. Frontiers in Education, 7, 792656. doi: 10.3389/feduc.2022.792656
  • Echeverri, L., & McNulty, M. (2010). Reading strategies to develop higher thinking skills for reading comprehension. PROFILE Issues in Teachers’ Professional Development, 12(1), 107-123. Retrieved May 2023 from http://goo.gl/eUFctI
  • Edelson, D. C. (2010). Learning-for-use: A framework for the design oftechnology-supported inquiry activities. Journal of Research in ScienceTeaching, 38(3), 355-85.
  • Endres, T., Lovell, O., Morkunas, D., Rieß, W., & Renkl, A. (2023). Can prior knowledge increase task complexity? Cases in which higher prior knowledge leads to higher intrinsic cognitive load. British Journal of Educational Psychology, 2, 305-317. doi:10.1111/bjep.12563
  • Engelbret, C. J. (2015). The confluence of STEM education and language learning: Curriculum integration to benefit language learners. School of education student capstone [Theses and Dissertations, 250]. Retrieved January 2023 from https://digitalcommons.hamline.edu/hse_all/250.
  • Espinosa, B. M., E. (1996) Schemata theory and L2 reading instruction. Lenguaje y Textos, 239-250. RetrievedApril 2023 from file:///C:/Users/TechZone-PC/Downloads/Schema_Theory_and_L2_reading_instruction.pdf
  • Evans, M. D. R., Kelley, J., Sikora, J., & Treiman, D. J. (2015). Scholarly culture and occupational success in 31 societies. Comparative Sociology, 14(2), 176-218.
  • Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion 7, 336-353. doi: 10.1037/1528-3542.7.2.336
  • Fang, Z., & Wei, Y. (2010). Improving middle school students’ science literacy through reading infusion. The Journal of Educational Research, 103(4), 262–273.
  • Glenn, O. M. (2005). The development of English literacy and global studies concepts using sheltered instruction. Dissertation Abstracts International. (UMI No. 3166569). Retrieved January 2023 from https://research.library.fordham.edu/dissertations/AAI3166569/
  • Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading. Routledge.
  • Hart, S. G. (2006). Nasa-Task Load Index (NASA-TLX); 20 years later. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 50(9), 904-908. doi:10.1177/154193120605000909
  • Hasanah, U. (2020). The impacts of STEM instruction on strengthening high school students’ reasoning skills. Science Education International, 31(3), 273-282. doi:10.33828/sei.v31.i3.6
  • Hatami-Nasab, Z. (2023). The impact of technology-enhanced STEAM activities on the development of EFLlearners’ oracy skills and willingness to communicate. [master’s thesis]. SRTTU, Tehran.
  • Hatami-Nasab, Z., & Rahimi, M. (2023). The impact of multimedia-enhanced STEAM activities on foreign language learners’ development of oracy skills and Willingness to Communicate. Bulletin of Education and Research, 45(2), 67-92. Retrieved January 2024 from http://pu.edu.pk/images/journal/ier/PDF- FILES/4_45_2_23.pdf
  • Innes, P. I. (2020). The effects of technology on student interest in STEAM education. Honors Theses 259. University of Dayton. Retrieved February 2023 from https://ecommons.udayton.edu/uhp_theses/259
  • Karbalaee, Y. (2022). Why isn’t the condition of sciences in Iran good?Warnings that were not taken seriously in the past. ISNA.Accessed 4.1.2024. Retrieved January 2024 from isna.ir/xdLWwb
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  • Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A systematic review of journal publications. International Journal of STEM Education, 7(11), 1-16. doi:10.1186/s40594-020-00207-6
  • Madaoui, R. (2013). Effects of pre-reading activities on EFL reading comprehension by Moroccan college students. Higher Education of Social Science, 4(3), 9-19. doi:10.3968/j.hess.1927024020130403.1132.
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Toplam 78 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makalesi
Yazarlar

Zahra Sabeghi Bu kişi benim 0009-0006-6106-9652

Mehrak Rahimi 0000-0003-4376-0045

Yayımlanma Tarihi 29 Ocak 2024
Gönderilme Tarihi 7 Nisan 2023
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

APA Sabeghi, Z., & Rahimi, M. (2024). Integrating STEAM activities into teaching reading: Examination of comprehension and cognitive load. Anadolu Journal of Educational Sciences International, 14(1), 218-239. https://doi.org/10.18039/ajesi.1278816
AMA Sabeghi Z, Rahimi M. Integrating STEAM activities into teaching reading: Examination of comprehension and cognitive load. AJESI. Ocak 2024;14(1):218-239. doi:10.18039/ajesi.1278816
Chicago Sabeghi, Zahra, ve Mehrak Rahimi. “Integrating STEAM Activities into Teaching Reading: Examination of Comprehension and Cognitive Load”. Anadolu Journal of Educational Sciences International 14, sy. 1 (Ocak 2024): 218-39. https://doi.org/10.18039/ajesi.1278816.
EndNote Sabeghi Z, Rahimi M (01 Ocak 2024) Integrating STEAM activities into teaching reading: Examination of comprehension and cognitive load. Anadolu Journal of Educational Sciences International 14 1 218–239.
IEEE Z. Sabeghi ve M. Rahimi, “Integrating STEAM activities into teaching reading: Examination of comprehension and cognitive load”, AJESI, c. 14, sy. 1, ss. 218–239, 2024, doi: 10.18039/ajesi.1278816.
ISNAD Sabeghi, Zahra - Rahimi, Mehrak. “Integrating STEAM Activities into Teaching Reading: Examination of Comprehension and Cognitive Load”. Anadolu Journal of Educational Sciences International 14/1 (Ocak 2024), 218-239. https://doi.org/10.18039/ajesi.1278816.
JAMA Sabeghi Z, Rahimi M. Integrating STEAM activities into teaching reading: Examination of comprehension and cognitive load. AJESI. 2024;14:218–239.
MLA Sabeghi, Zahra ve Mehrak Rahimi. “Integrating STEAM Activities into Teaching Reading: Examination of Comprehension and Cognitive Load”. Anadolu Journal of Educational Sciences International, c. 14, sy. 1, 2024, ss. 218-39, doi:10.18039/ajesi.1278816.
Vancouver Sabeghi Z, Rahimi M. Integrating STEAM activities into teaching reading: Examination of comprehension and cognitive load. AJESI. 2024;14(1):218-39.