Strengthening scientific understanding through targeted English lessons
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Authors
Jumabayeva , Tamara
Abdykadyrkyzy, Almagul
Issue Date
2025
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
Kazakhstan
Abstract
Background and purpose: STEM education (Science, Technologies, Engineering and Mathematics) has demonstrated potential for improving critical thinking skills and engagement in primary education. However, its integration through lesson study remains underexplored. This research addresses this gap by investigating how CLIL (Content and Language Integrated Learning) methodologies, including Soft CLIL (teaching English through Science) and Hard CLIL (teaching Science in English) can benefit from additional support of language targeted lessons in STEM frameworks.
Aims: The study explores how lesson study supports interdisciplinary teaching and learning in primary education, with a particular focus on STEM and CLIL integration. It aims to assess the impact of this approach on both teacher collaboration and student learning outcomes, highlighting effective strategies for merging content and language instruction.
Study design or methodology: Participants included 2 teachers: Science and EFL teachers and 100 students aged 9-10 from a STEM-focused school. The research lesson study took place in classrooms where teachers applied CLIL-based STEM lessons. Data was collected through classroom observations, students’ performance assessment and teacher interviews. Data analysis was performed through comparison of pre- and post- intervention results.
Findings: The collaboration of language and content teachers in STEM through lesson study significantly improved learners’ engagement, motivation and comprehension. They demonstrated increased curiosity and critical thinking skills, such as problem solving and planning. Teachers’ collaboration effectively supported both content and language acquisition.
Conclusions, originality, value and implications: This study emphasizes the role of language support in fostering interdisciplinary learning in primary education. It contributes to the field by offering effective strategies for enhancing teaching across disciplines and providing insights into the integration of STEM and CLIL.
Aims: The study explores how lesson study supports interdisciplinary teaching and learning in primary education, with a particular focus on STEM and CLIL integration. It aims to assess the impact of this approach on both teacher collaboration and student learning outcomes, highlighting effective strategies for merging content and language instruction.
Study design or methodology: Participants included 2 teachers: Science and EFL teachers and 100 students aged 9-10 from a STEM-focused school. The research lesson study took place in classrooms where teachers applied CLIL-based STEM lessons. Data was collected through classroom observations, students’ performance assessment and teacher interviews. Data analysis was performed through comparison of pre- and post- intervention results.
Findings: The collaboration of language and content teachers in STEM through lesson study significantly improved learners’ engagement, motivation and comprehension. They demonstrated increased curiosity and critical thinking skills, such as problem solving and planning. Teachers’ collaboration effectively supported both content and language acquisition.
Conclusions, originality, value and implications: This study emphasizes the role of language support in fostering interdisciplinary learning in primary education. It contributes to the field by offering effective strategies for enhancing teaching across disciplines and providing insights into the integration of STEM and CLIL.
Description
Keywords (free text)
CLIL , STEM , Content and Language Integrated Learning , primary education , interdisciplinary planning