Tsang, M.K.-Y. (2021) Science and Language connect the world - When STEM meets STSE with CLIL beyond a classroom context in Hong Kong. In: Lee, Y.-J. and Park, J., (eds.) Proceedings of the International Science Education Conference 2021, Singapore : 20/20 Vision for Science Education Research. ISEC - STEM Conference 2020, 22-24 Jun 2021, Singapore. Proceedings of the International Science Education Conference . National Institute of Education, Singapore , pp. 24-45.
Abstract
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.
Metadata
Item Type: | Proceedings Paper |
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Authors/Creators: |
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Editors: |
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Copyright, Publisher and Additional Information: | © 2021 Natural Sciences and Science Education Academic Group (NSSE), National Institute of Education, Singapore. Uploaded in accordance with the publisher's self-archiving policy. For re-use permissions please contact the publishers. |
Keywords: | student science research; STSE; STEM |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 09 Aug 2021 11:32 |
Last Modified: | 12 Aug 2021 07:16 |
Published Version: | https://filedn.com/lHpjvhreNYAYitQiyjPU9F7/ISEC202... |
Status: | Published |
Publisher: | National Institute of Education, Singapore |
Series Name: | Proceedings of the International Science Education Conference |
Refereed: | Yes |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:176688 |