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Results showed no significant reading test differences versus a control group, though inquiry and design skills improved with structured teacher support in a professional learning community.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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of Applied Science, The Netherlands Conny Boendermaker, Windesheim University of Applied Science, The Netherlands  \nAbstract  \nIn this study, an educational development approach is investigated aiming at improving reading comprehension outcomes in primary education through inquiry and design-based Science & Technology teaching. The context is societal pressure to increase the likelihood that more students, later in their life, will aspire for careers in technology-intensive professions. However, schools are under more pressure to focus on core subjects, such as language. Integrated Science & Technology and Language education may overcome this problem. In this study, students from Years/Grades 3-6 (9-to 12-year-olds) received an experimental treatment, in which regular reading comprehension lessons were replaced by inquiry and design-based projects with a strong focus on oral language. Before and after, their performance on tests for reading comprehension was measured. No significant differences were found from performance in a control group, who received the regular reading comprehension lessons, but hardly any Science & Technology lessons. In the experimental group, teachers used the Skills Rubric Inquiry and Design and reported that students’ skills for inquiry and design improved considerably. Substantial professional support in the form of weekly meetings in a professional learning community was necessary to achieve these goals. Initially, the teachers involved had little knowledge of Science & Technology and low self-efficacy with regard to teaching this subject, but teacher attitude towards teaching Science & Technology improved considerably during the project. It was concluded that integrating Science & Technology and language education is a complicated yet rewarding approach.  \nKey Words  \nprimary education; STEM education; reading comprehension  \nIntroduction and context  \nIn many countries, shortages are reported with respect to technicians and engineers. For example, Ingrid Thijssen, the CEO of Alliander, a Dutch energy company, estimated that, to attain a national target for 2030 with respect to the transition of heating homes with natural gas towards using electricity, the country needs seven times as many technicians than currently enrol in vocational schools (ScienceGuide, 2019) . And there are many other challenges and problems for which knowledge, skills and understanding of the material world is required. National and international agencies urge societies to put effort in this area, such as the OECD (2015), the European Commission (2015) and in the USA the National Academies of Sciences, Engineering, and Medicine (2020) .  \nDutch primary education does not differentiate science and inquiry from technology and design. Problems and questions that arise from interactions with the material world very often have a holistic character, with opportunities for both inquiry (‘doing science’) and design  \n(‘doing engineering and technology’) . This is reflected in primary teaching and consequently, in this study, we will refer to the domain with ‘Science & Technology’.  \nBefore enrolling in vocational schools or universities of technology, students receive their foundational education in primary schools. Here, an aspiration towards professions relying on Science & Technology may be cultivated, or not (cf. ASPIRES, 2014; Turner & Ireson, 2010) . As Lucas, Hanson and Claxton (2104) state about the United Kingdom (p. 3): “Young children are little engineers. Yet the primary school system almost extinguishes any opportunities for them to flourish as engineers.” The Netherlands is not quite successful, too, as becomes clear from an analysis of the TIMSS results (Mullis, Martin, Foy, Hooper, 2016, cf. Meelissen et al. (2012) for a secondary analysis of TIMSS data for the Netherlands) . Time spent on Science","cbCaigOcmQIa0tt7","https://ap.wps.com/l/cbCaigOcmQIa0tt7","pdf",542026,26,"English","# Abstract\n# Introduction and context\n## Skills shortages and policy pressure\n## Constraints in Dutch primary science and inquiry education\n## Need for teacher pedagogical repertoire","[{\"question\":\"What teaching approach does the study investigate for improving reading comprehension?\",\"answer\":\"The study investigates inquiry and design-based Science \\u0026 Technology teaching with a strong focus on oral language, replacing regular reading comprehension lessons in the experimental condition.\"},{\"question\":\"How were students’ reading comprehension outcomes measured?\",\"answer\":\"Reading comprehension performance was measured on tests both before and after the instructional treatment, comparing an experimental group with a control group.\"},{\"question\":\"What were the main findings regarding reading comprehension and student skills?\",\"answer\":\"No significant differences were found in reading comprehension test performance versus the control group, but students’ inquiry and design skills improved considerably when teachers used a Skills Rubric and received ongoing professional support.\"}]","Contributing to reading comprehension through Science and Technology education | PDF",1792089814,66]