Abstract

Mixed methods action research was undertaken in a grade 6 classroom in Shanghai, China to identify the challenges of implementing science, technology, engineering and mathematics (STEM) curriculum in an English Second Language (ESL) classroom. The research has shown that while students are well-motivated to learn through a child-centred problem-based approach, the schooling context has measurable deterrents linked directly to an assessment driven system. It was further determined that the language barrier sometimes mitigated the use of higher-order terminology to promote critical thinking as defined by Bloom’s taxonomy.

Citation

MacKinnon, G., Greene, K., Rawn, E., Cressey, J. & He, W. (2017). Employing STEM Curriculum in an ESL Classroom: A Chinese Case Study. K-12 STEM Education, 3(1), 143-155. The Institute for the Promotion of Teaching Science and Technology (IPST). Retrieved March 23, 2023 from https://www.learntechlib.org/p/209549/.

© 2017 The Institute for the Promotion of Teaching Science and Technology (IPST)