Poblaci´on

The data demonstrates that hands-on activities had the strongest and most positive impact on the participants’ attitudes and interest in STEM. When framed using situated cognition theory (SitCT), hands-on activities contextualize learning physically, culturally, socially, and

linguistically (Brown, Collins & Duguid, 1989). Hands-on activities apply STEM learning in a real-life context that represents the weight in the integrated STEM learning framework (Figure 4). When ELLs applied their learning, they could make sense of the content. Furthermore, the data from the open-ended questions shows that during the first two Phases of the study, when ELLs were at a earlier stage of L2 acquisition, the ability to engage in STEM in an applied context was a pertinent feature (11 percent both Phases) in terms of making the STOp workshops exciting. Another component of hands-on learning was the process of building and creating, depicted as the pulleys in the integrated STEM framework, that is, engineering design, scientific inquiry, technological literacy, and math thinking (Kelley & Knowles, 2016). As the students worked on the hands-on learning activities, they bridged the STEM disciplines and applied the concepts to real life. The transdisciplinary approach to solving problems contextualized learning. In turn, when the ELLs could accomplish these tasks in a less formal environment that was not as

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dependent on language, their emotions were at ease, and they felt good when achieving success during mastery experiences.

Although attitude towards and interest in engineering, technology, and mathematics fluctuated, the data shows that specific workshops in which the ELLs participated aligned with their STEM interests. For example, when the emphasis was on engineering concepts, such as in the structures and mechanisms workshop during which students designed, built, and tested bridges made from newspaper, interest in engineering rose substantially. The same trend applies to self-efficacy in engineering, technology, and mathematics and points to the impact of STOp in supporting positive attitudes towards and interest in STEM as well as self-efficacy.

One unexpected finding is the decrease in interest in science by the end of grade eight. The larger longitudinal study also observed this phenomenon across the four schools (DeCoito, 2016). When exploring the grade eight decrease in more detail, there are a couple of factors and suggestions explaining the phenomenon. First, interest was higher when students were asked if hands-on learning experiences increased their interest in science when compared to their overall interest in science. At the same time, data shows no fluctuation in ELL self-efficacy in science. During grades seven and eight, curriculum expectations shifted towards more abstract science content. The findings also revealed that ELLs found the workshop activities fun. It is possible that during the shift towards more abstract science content the need for hands-on activities and situating science content increases.

An important component of analysis of attitude towards and interest in STEM for ELLs is that hands-on learning relies less on language (Lee et al., 2008; Shanahan, Pedretti, DeCoito & Baker, 2011). The data reveals that some ELLs worked in groups that spoke the same L1 and others worked in groups in which members spoke their L2. Nevertheless, these participants had

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L1 peer resources if they needed assistance with translation or understanding content. One student did not have access to anyone who spoke the same language that she did, so she worked independently in acquiring the language and learning STEM. By engaging in the hands-on group activities, ELLs not only familiarize themselves with STEM content, but also acquire

conversational (BICS) and academic (CALP) language proficiencies. The hands-on learning means that STEM academic language has a context and in turn, ELLs can develop their STEM academic language proficiency. Additionally, because some students chose to work in groups in which members spoke their L2, they socially engaged with one another. This experience fostered their conversational language. With the autonomy and linguistic context offered by hands-on learning experiences, ELLs can decide how they feel about STEM, as well as comfortably explore STEM and acquire language without pressure or emotional arousal. These findings parallel those of Shanahan, Pedretti, DeCoito, and Baker’s (2011) study on the impact of scientific workshops on underrepresented students, including ELLs. Their provisional findings showed similar results wherein ELL students found joy in STEM as a result of an outreach project due to opportunities to work in small groups and hands-on learning that contextualized STEM content in addition to promoting language acquisition. STEM learning and language learning effectively merge during hands-on experiences that provide a context for both. Hoffman and Zollman (2016) emphasize the commonalities in blending STEM and language literacy depicted in Table 2. According to the authors, language is supported by “instructional supports for written and spoken language – e.g., intentional student grouping, multiple representations, scaffolding strategies for different tiers of English vocabulary" (p. 84). At the same time, STEM literacy is supported by "appropriate supports for STEM concepts – e.g., hands-on student engagements, multiple representations, scaffolding strategies for STEM-specific vocabulary" (p.

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84). In traditional classroom instruction, ELLs need to comprehend and decode the language to gain access to STEM content whether through textbooks or lectures. Linguistic comprehension becomes a prerequisite for STEM learning in these environments which make developing positive attitudes towards and interest in STEM subjects difficult – especially during the transition towards more abstract science content. Hands-on activities provided by STOp intervened in the decoding process and made it easier for the ELL participants to assess their feelings towards STEM subjects.