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<p>This study aims to examine how a group of fifth-grade multilingual students develop and apply electric circuit models to design an electric vehicle. By leveraging the opportunities presented by the Next Generation Science Standards (NGSS), and addressing the challenges associated with the meaningful integration of science and engineering, this research employs a design-based science learning environment that prioritizes modeling. The curriculum is designed to encourage students to construct and apply electric circuit models and articulate their thought processes using diverse semiotic modalities. The electric vehicle unit was implemented with a group of 21 fifth&#xa0;grade learners, the majority of whom were emergent bilinguals. Employing a case study methodology and qualitative data analysis, the study identified the types of electric circuit models created and utilized by the students in their electric vehicle designs. The findings revealed that students developed four different types of electric circuit models, which were subsequently applied in the context of electric vehicle design. Insights from this study will contribute to the existing literature on integrated STEM education and enhance our understanding of how asset-oriented instructional strategies can bolster scientific and engineering knowledge among emergent bilingual populations.</p>

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Multilingual Elementary Students Development and Application of Electric Circuits Models to Design Electric Vehicles

  • 期刊论文

  • 发表日期：

    2025年11月6日

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  • Cynthia Lima,
  • Jorge Solís,
  • Nikolaos Gatsis

摘要

This study aims to examine how a group of fifth-grade multilingual students develop and apply electric circuit models to design an electric vehicle. By leveraging the opportunities presented by the Next Generation Science Standards (NGSS), and addressing the challenges associated with the meaningful integration of science and engineering, this research employs a design-based science learning environment that prioritizes modeling. The curriculum is designed to encourage students to construct and apply electric circuit models and articulate their thought processes using diverse semiotic modalities. The electric vehicle unit was implemented with a group of 21 fifth grade learners, the majority of whom were emergent bilinguals. Employing a case study methodology and qualitative data analysis, the study identified the types of electric circuit models created and utilized by the students in their electric vehicle designs. The findings revealed that students developed four different types of electric circuit models, which were subsequently applied in the context of electric vehicle design. Insights from this study will contribute to the existing literature on integrated STEM education and enhance our understanding of how asset-oriented instructional strategies can bolster scientific and engineering knowledge among emergent bilingual populations.