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STEM Teaching & Learning Projects
These set of studies examine environmental antecedents to K-16 student outcomes. Specifically, these studies aim to identify key factors that impact STEM learning and disciplinary practices. Factors include instructional practices, assessment design and use, teacher variables (such as content knowledge and dynamic instructional decision making) as well as student variables (such as prior knowledge, language background, and socio-cognitive factors).
STEM Learning
The STEM learning studies target instructional activiities that foster conceptual understanding using language as a tool for learning. Integrated science and engineering, extended discoourse activites, and focused disciplinary talk, and conceptual scaffolds (e.g., concept maps) are mong the instructional practices tested in these studies. Below are some sample publications in this line of research.
STEM Teaching
The STEM teaching studies test models for peparing teachers in creating learning oppotutnities to develop students’ conceptual understanding and STEM disciplinary literacy. These studies support the need to develop teachers’ enhanced professional knoweldge to maximize students’ opportunities to learn. Below are some sample publications in this line of research.
STEM TEACHING PAPERS
(*Student; #Teacher)
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2024
Aguirre-Muñoz, Z., Pando, M., & Liu, C. (2024). Enhancing Bilingual/ESL Teachers' STEM Instruction with Targeted Content and Disciplinary Literacy Professional Development: A Study on Knowledge and Practice Outcomes. Education Sciences. 14, 745. Access Paper
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2023/2024
Aguirre-Muñoz, Z., *Esat, G., Smith, B., & *Choi, N. (2023 online, 2024). Effects of teaching efficacy, advocacy, and knowledge on coping and well-being of dual language teachers. Journal of Latinos and Education, 23(2), 876–891. Access Paper
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2021
Aguirre-Muñoz, Z. & Pando, M. (2021). Conceptualizing STEM teacher professional knowledge for teaching ELs: Initial impact of PD targeting subject matter and disciplinary literacy on content knowledge and practice. Bilingual Research Journal, 44(3), 335-359.. Access Paper
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2021
Aguirre-Muñoz, Z., Yeter, I., *Loria, E., & Koca, F. (2021). Building teachers’ capacity to integrate math and science content: Implications for professional development and learning. Journal of Science Teacher Education, 32(1), 62-84. Access Paper
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2021
Pando, M. & Aguirre-Muñoz, Z. (2021). Case-based reflection in professional development: Bilingual/ESL teachers reflect on science subject matter knowledge and pedagogy. Journal of Science Teacher Education, 32(3), 286-305. Access Paper
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2019
Aguirre-Muñoz, Z., Boscardin, C. K., & Chang, R. (2019). Issues in measuring English learner opportunity to learn academic language: Social desirability and teacher education effects. International Journal of Education, 11(3), 119-144. Access Paper
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2018
Aguirre-Muñoz, Z., Stevens, T., Harris, G., Higgins R., & *Campos K. (2018). Mathematics Teacher Learning Preferences: Self-Determination Theory Implications for Addressing their Learning Needs. Journal of Education and Practice, 9(32), 127-140. Access Paper
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2017
Aguirre-Muñoz, Z. & Pando, M. (2017). Knowing and Teaching Elementary Math to Bilingual Students: Examining the Role of Teaching Self Efficacy on Content Knowledge. Journal of Bilingual Education Research and Instruction, 19(1), 126-145. Access Paper
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2014
Aguirre-Muñoz, Z. (2014). Language and meaning in mathematics and science teacher training: Helping teachers use language to help ELs think and construct in disciplined ways. In L. Minaya-Rowe (Ed.), A Handbook to Implement Educational Programs, Practices, and Policies for English Learners (pp. 63-81). Charlotte, NC: Information Age Publishing. Access Paper
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2013
Stevens, T., Harris, G., *Liu, X, & Aguirre-Muñoz, Z. (2013). Students’ ratings of teacher practices. International Journal of Mathematical Education in Science and Technology, (44) 7, 984-995. Access Paper
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2013
Stevens, T., Aguirre-Muñoz, Z., Harris, G., Higgins R., & *Liu, X. (2013). Middle Level Mathematics Teachers’ Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background. Australian Journal of Teacher Education, 38(9). Access Paper
STEM LEARNING PAPERS
(* = Student; # = Teacher)
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2024
Aguirre-Muñoz, Z., Pando, M., & Pantoya, M. (in press, 2024). Developing primary students’ science & engineering literacy with targeted language scaffolds. The Elementary School Journal.
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2022
Aguirre-Muñoz, Z., *Dang, B., & *Garro Lorria, E. S. (2022). Impact of Integrated Science and Mathematics Instruction on Middle School Science and Mathematics Achievement. In A. P. M. Kalogiannakis, & M. Ampartzaki (Eds.), Advances in Research in STEM Education (pp 1-19). London: IntechOpen Limited. Access Paper
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2021
Aguirre-Muñoz, Z., Yeter, I., *Loria, E., & Koca, F. (2021). Building teachers’ capacity to integrate math and science content: Implications for professional development and learning. Journal of Science Teacher Education, 32(1), 62-84. Access Paper
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2021
Pando, M. & Aguirre-Muñoz, Z. (2021). Case-based reflection in professional development: Bilingual/ESL teachers reflect on science subject matter knowledge and pedagogy. Journal of Science Teacher Education, 32(3), 286-305. Access Paper
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2021
Aguirre-Muñoz, Z. & Pando, M. (2021). Conceptualizing STEM teacher professional knowledge for teaching ELs: Initial impact of PD targeting subject matter and disciplinary literacy on content knowledge and practice. Bilingual Research Journal, 44(3), 335-359. Access Paper
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2021
Aguirre-Muñoz, Z., Pantoya, M., Pando, M., & *Loria, E. G. (2021). Engineering integration in science elementary classrooms: Effects of disciplinary language scaffolds on English learner content learning and engineering identity. Journal of Engineering Education, 110(3), 517-544. Access Paper
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2021
Aguirre-Muñoz, Z. (2021). Teaching and assessing young gamers’ engineering problem solving using interactive simulation games. In H. O’Neil, E. L. Baker, R. S. Perez, & S. E. Watson, (Eds.). Using cognitive and affective metrics in educational simulations and games: Applications in school and workplace contexts (pp 31-54). New York: Routledge. Access Paper
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2020
Aguirre-Muñoz, Z. Pantoya, M., & Pando, M. (2020). Fostering Enthusiasm for Engineering from an Early Age. Scientia. Access Paper
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2019
Aguirre-Muñoz, Z. & #Gregory, M. O. (2019). Concept-based teaching in dual language science classrooms: Using oral language routines to develop scientific descriptions and arguments. In P. Spycher and E. Haynes (Eds.), Culturally and Linguistically Diverse Learners and STEAM: Teachers and Researchers Working in Partnership to Build a Better Path Forward (pp 45-75). Charlotte, NC: Information Age Publishing. Access Paper
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2019
Pando, M. & Aguirre-Muñoz, Z. (2019). Engaging English language learners in model-based science instruction. In L. C. de Oliveira, K. Obenchain, R. Kenney, & A. Oliveira (Eds), Teaching the Content Areas to English Language Learners in Secondary Schools: English Language Arts, Mathematics, Science, and Social Studies (pp. 215-230). Switzerland: Springer. Access Paper
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2018
Pando, M. & Aguirre-Muñoz, Z. (2018). Barnacles and Whales/Lapas y Ballenas: Integrating STEM concepts in reading comprehension while fostering heritage language in elementary education. New Mexico Journal of Reading, 37(1), 6-13. Access Paper
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2017
Pantoya, M. L. & Aguirre-Muñoz, Z. (2017, June). Inquiry, Talk, and Text: Promising Tools that Bridge STEM Learning for Young English Language Learners. Proceedings of the 2017 ASEE Annual Conference, Columbus, Ohio. Access Paper
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2016
Aguirre-Muñoz, Z. & Pantoya, M. (2016). Engineering Literacy and Engagement in Kindergarten Classrooms. Journal of Engineering Education, 105(4), 630-654. Access Paper
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2015
Pantoya, M., Aguirre-Muñoz, Z., & Hunt, E., M. (2015). Developing an Engineering Identity in Early Childhood. American Journal of Engineering Education, 6(2), 61-68. Access Paper