Technological and Engineering Design Based Learning: Promoting Upper Elementary Graphical Device Comprehension
Keywords:Design Based Learning, Graphical Device Comprehension, Reading Instruction, Science Comprehension, Engineering Comprehension
The research presented is an investigation into the use of technological and engineering design based learning (T/E DBL) as an instructional strategy to facilitate student comprehension of nonfiction/informational text inclusive of graphical devices. The research design followed a mixed method exploratory embedded case study. Six 5th grade participants were examined as both a whole group and as reading level dyads (below, on, and above grade level) as they progressed through three T/E DBL challenges designed to intentionally support graphical device comprehension (GDC) instruction. Data were collected from a variety of instruments used to assess participant prior knowledge, comprehension of graphical devices, and resultant reading comprehension of both familiar and unfamiliar texts. Analysis of data generated detailed descriptions of the reading comprehension levels for each participant throughout the study. Findings indicate that T/E DBL increased text interactions and graphical device usage across all participants, promoted their development of general GDC for diagrams and tables, improved their comprehension of unfamiliar science texts, and proved to be of particular benefit to below grade level readers. These results demonstrate the viability of T/E DBL as a valuable component of elementary level reading instruction for improving student use and comprehension of graphical devices, and for improving their overall comprehension of unfamiliar science and engineering texts where embedded graphical devices present new content in a visual information genre.
How to Cite
Copyright (c) 2023 John Wells, Cheryl
This work is licensed under a Creative Commons Attribution 4.0 International License.
This journal provides immediate open access to its content with no submission or publications fees. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a LicenceCreative Commons Attribution License that allows others to read, download, copy, distribute, print, search, or link to the full text of works in this journal. It also allows others to remix, adapt and build upon the work, as long as credit is given to the author(s).