This study investigates the integration of bilingual instruction and STEAM education in an elementary science curriculum, focusing on how learners with differing levels of prior knowledge engage with electricity concepts. Guided by Taiwan’s Bilingual Nation 2030 policy and the emphasis on interdisciplinary learning, the research examines whether bilingual STEAM instruction can support science understanding, English use and learning attitudes in a rural context. A quasi-experimental design was implemented with 48 fourth-grade students grouped by prior exposure to electricity. Over four 40-min sessions, learners participated in bilingual STEAM lessons structured around the 6E instructional model and supplemented by circuit-construction activities. Data collection included a Chinese science test, an English-integrated science test, an English learning anxiety scale and a satisfaction survey. Results showed that students with prior knowledge scored significantly higher on the Chinese science test; while no significant differences emerged on the English-integrated science assessment. English learning anxiety levels were comparable across groups. Students reported high satisfaction and r preferred bilingual STEAM instruction over conventional teaching methods. Findings suggest that bilingual STEAM instruction can promote meaningful science learning and positive attitudes toward English use, regardless of students’ background knowledge, with implications for curriculum design and teacher preparation.
Huang et al. (Mon,) studied this question.