Science and Heritage Language Integrated Learning (SHLIL)

Evidence of the effectiveness of an innovative science outreach program for migrant students

Bibliographic Data

ID21392738
AuthorsJack Schiefer (0000-0002-3664-9237, Institute of Psychology Ludwigsburg University of Education Ludwigsburg Germany, corresponding author), Jana Caspari (Institute for Educational Analysis Baden‐Württemberg (IBBW) Stuttgart Germany), Joana A Moscoso (0000-0002-1175-2027, Native Scientists London United Kingdom), Ana I Catarino (0000-0002-8796-0869, Native Scientists London United Kingdom), Pedro Miranda Afonso (0000-0001-6708-9597, Native Scientists London United Kingdom), Jessika Golle (0000-0002-8507-7079, LEAD Graduate School & Research Network University of Tübingen Tübingen Germany), Patrick Rebuschat (0000-0002-5903-3478, LEAD Graduate School & Research Network University of Tübingen Tübingen Germany)
Year2024
Volume108
Issue4
Pages983-1014
Publication date2024-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueScience Education (JOURNAL)
Journal identifiersISSN: 0036-8326 • E-ISSN: 1098-237X
PublisherWiley (PUBLISHER • GB)
DOI10.1002/sce.21860
OpenAlexW4392604367
LanguageEN
Citations received3
References cited97

Migrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The purpose of this study was to investigate the effectiveness of an innovative science outreach program that brings together migrant students and STEM professionals with the same linguistic and cultural backgrounds. The program consists of one‐off workshops that follow an inquiry‐based approach and include hands‐on activities and science communication in the students' heritage language. Using surveys with adapted scales and open‐ended questions, we applied a randomized block design with waitlist control groups and repeated measures. Eighty‐three Portuguese‐speaking migrant students aged 6–17 years participated in the workshops in Germany and the United Kingdom. Results indicate that both the students and STEM professionals evaluated the program positively and that students who participated in the workshops tended to demonstrate an increase in their attainment value for science and an increase in their self‐concept of ability for the heritage language 4 weeks after the intervention when compared with students in the control condition. These effects were particularly pronounced for students with low prior motivation to study science or speak the heritage language. Our results thus show that it is possible to foster migrant students' attainment value for science and increase their self‐concept of ability regarding the heritage language through a brief science outreach intervention

Heritage language · Language proficiency · Mathematics education · Medical education · Outreach · Pedagogy · Political science · Science education · Educational Strategies and Epistemologies · Medicine · Psychology · Science Education and Pedagogy