'Yo Quiero Ser la Voz'/'I Want to Be the Voice': Leveraging Culture and Literacy in Secondary STEM for Promoting Biliteracy and Shaping Bilingual Teacher Identities
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| Title: | 'Yo Quiero Ser la Voz'/'I Want to Be the Voice': Leveraging Culture and Literacy in Secondary STEM for Promoting Biliteracy and Shaping Bilingual Teacher Identities |
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| Language: | English |
| Authors: | Eduardo Mosqueda, Jorge L. Solís (ORCID |
| Source: | TESOL Journal. 2025 16(4). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | T365Z210172 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Multiple Literacies, Bilingual Teachers, Professional Identity, Concept Mapping, Meta Analysis, Student Attitudes, College Students, Critical Thinking, Instructional Design, Persuasive Discourse |
| DOI: | 10.1002/tesj.70082 |
| ISSN: | 1056-7941 1949-3533 |
| Abstract: | Given the emphasis on critical thinking across the undergraduate curricula, research on argument visualization has significant implications for designing learning activities in higher education. This systematic review examines research on the use of argument maps or diagrams by postsecondary students. The goals were to identify the themes, research questions, and results of systematically identified studies, and to assess the current prospects for meta-analyses. Relevant databases were searched for qualitative, observational, and experimental studies. We coded 124 studies on research design, mapping software, student attitudes, collaborative mapping, and thinking skills. There were 102 empirical studies of which 44% assessed student attitudes toward argument mapping, 40% investigated collaborative argument mapping, and 51% examined the quality or structure of student-constructed argument maps. The causal relationship most frequently investigated was the effect of argument mapping on critical thinking skills. We present the results from selected studies and consider their significance for learning design. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489737 |
| Database: | ERIC |
| Abstract: | Given the emphasis on critical thinking across the undergraduate curricula, research on argument visualization has significant implications for designing learning activities in higher education. This systematic review examines research on the use of argument maps or diagrams by postsecondary students. The goals were to identify the themes, research questions, and results of systematically identified studies, and to assess the current prospects for meta-analyses. Relevant databases were searched for qualitative, observational, and experimental studies. We coded 124 studies on research design, mapping software, student attitudes, collaborative mapping, and thinking skills. There were 102 empirical studies of which 44% assessed student attitudes toward argument mapping, 40% investigated collaborative argument mapping, and 51% examined the quality or structure of student-constructed argument maps. The causal relationship most frequently investigated was the effect of argument mapping on critical thinking skills. We present the results from selected studies and consider their significance for learning design. |
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| ISSN: | 1056-7941 1949-3533 |
| DOI: | 10.1002/tesj.70082 |
