Beyond all-or-nothing
Student learning effectiveness in a Poed-based hands-on STEM learning course integrating CLIL
Bibliographic Data
| ID | 22428246 |
|---|---|
| Authors | Jyun-Chen Chen (National Academy of Education), Jyun‐Chen Chen (0000-0001-7560-8350, National Academy for Educational Research), Chia‐Yu Liu (0000-0002-2837-3461, National Taichung University of Education), Chia-Yu Liu (0000-0002-8010-3469, National Taichung University of Education, corresponding author) |
| Year | 2026 |
| Pages | 1-22 |
| Publication date | 2026-03-10 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Innovation in Language Learning and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1750-1229 • E-ISSN: 1750-1237 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17501229.2026.2641062 |
| OpenAlex | W7134940689 |
| Language | EN |
| References cited | 29 |
Purpose During hands-on science, technology, engineering, and mathematics (STEM) learning, the Predict-Observe-Explain-Do (POED) model provides a systematic framework to enhance learning effectiveness. When hands-on STEM learning is integrated with content and language integrated learning (CLIL), it may deepen content knowledge and develop English proficiency.Design Drawing on embodied learning theory, we examined the effects of integrating the CLIL approach into a hands-on STEM learning course designed with the POED model (i.e. creating an automatic plant care device) on learning effectiveness and teachers’ perceptions. We developed 14 class sessions (560 min in total) for 96 sixth graders. The experimental group (EG) (n = 51) attended the POED-based hands-on STEM learning course incorporating the CLIL approach, whereas the control group (CG) (n = 45) received the same POED-based hands-on learning course without CLIL integration. Two teachers who supervised the two groups were interviewed.Findings STEM knowledge improved among all students. The EG outperformed the CG in English proficiency and showed greater STEM knowledge gains among students with higher levels of prior STEM knowledge; in contrast, lower initial motivation was associated with decreased learning motivation. Teachers perceived the incorporation of the CLIL approach into the POED-based hands-on STEM learning course as essential but also noted its challenges.Originality/Value This study provides a novel contribution to CLIL and STEM education by examining their intersection through an approach rarely employed in previous research. Notably, the effects of incorporating the CLIL approach into the POED-based hands-on STEM learning course were conditional rather than all-or-nothing.
Blended Learning · Educational technology · Electronic learning · Experiential learning · Teaching method · Genetics, Bioinformatics, and Biomedical Research · Innovative Teaching Methods · Second Language Learning and Teaching
Clil
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| Highly cited | No |
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