An Initial Study of Integrating Bilingual and Science Instructional Modules for Elementary Science Teacher Preparation (75193)

Session Information:

Session: On Demand
Room: Virtual Video Presentation
Presentation Type: Virtual Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

The study aimed to develop integrated English and Mandarin instructional modules for elementary science teacher preparation. The instructor played a researcher’s role to implement action research during the course of science teaching and learning. Fifty university elementary pre-service students taking the three-semester hour course during the two semesters participated in the study. The instructional modules with the approaches of multi-modalities were developed by the researcher, then consulted with five science education experts, and modified to apply in the science teaching and learning course. Integrating English and science concepts to guide the pre-service students to learn by doing inquiry-based science activities, such as identifying plant characteristics, insect taxonomy, and a variety of science experiments.

Data were collected from classroom observation, questionnaires, student assignments, and feedback, most of the pre-service students put their hearts into operating science activities and express their thoughts in bilingual ways through the integrated instructional modules. Some of them wrote interesting poems, science stories and developed science lesson plans across several disciplines, including science, Mandarin, English, art, and mathematics. On the other hand, some of the pre-service students felt difficulties with learning science concepts and theories in English. Multi-modalities were effective to engage their understanding of learning science. Two-thirds of pre-service students were interested in designing science activities in English, however, they were less self-confident to express themselves in bilingual ways. In order to engage the elementary pre-service students using English as the medium of instruction, content, and language-integrated learning skills, and learning confidence needed to be enhanced.

Authors:
Ying-Feng Wang, National Taichung University of Education, Taiwan


About the Presenter(s)
Dr Ying-Feng Wang is a University Assistant Professor/Lecturer at National Taichung University of Education in Taiwan

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00