Science literacy plays a crucial part in science education nowadays. However, it is confined to a need for assessments – few students are aware of the importance of science in the world. Worst still, even if students are literate in science, they do not know how to present themselves effectively through English. Consequently, a teaching and learning programme is tailored-made for students to increase their awareness of science to other disciplines through the science, technology, engineering and mathematics (STEM) approach (Bybee, 2010, 2013). Together with their awareness of the current environmental issues through science, technology, social, and environment (STSE) approach (Bencze et al., 2020) with language support through content and language integrated learning (CLIL) (Lin, 2016).
This action research adopted a design-based intervention design with a group of Secondary two (Grade 8) Science students (n = 5) with mixed ability in an EMI school in Hong Kong. Students in the intervention received additional language support of CLIL by a teacher-researcher for the background science knowledge. The teacher initiated students’
thinking on sustainable development and endangered species by the STSE approach. After that, students were asked to design a device to help save the population of the endangered species by using the STEM approach. Through the research period, language support used in the intervention group will be gradually removed by careful scaffolding in order to increase
learners’ responsibility (Elliot, Frey and Fisher, 2019) to observe the learning progress of students. Teacher’s observations and students’ work were also used to understand the teacher and students' attitudes towards teaching and learning in various approaches during the study. Results, pedagogical and theoretical implications for STEM, STSE and CLIL are discussed.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)