科學雙語教學是否雙予？問題導向教學促進雙語及科學本質學習

Is Problem-Based Bilingual Teaching and Learning of Science a Double Benefit?

基於雙語教與學的研究，問題導向探究式教學策略，可以從認知要求較低的語言型態幫助實踐符合科學本質精神的科學教學。
問題導向探究式教學的特點，以問題結構搭建學生的知識概念鷹架，學習過程的主要角色是學生，知識是靠學生自行建構，不是單純由教師外在灌輸，教師扮演課程知識架構規劃者，引導學生連結知識概念，同時培養解決問題的過程性技能。運用認知負荷較低的人際溝通語言即可進行探究問題的情境鋪陳，學生參與課堂的門檻相對較低。
以問題導向教學法進行科學教學，不僅有利於引導學生體認科學本質，同時在使用第二語言教學時，能展現學習成效。

The formation process of scientific knowledge points out the importance of a common scientific language. The internationalization of the nature of science and the use of bilingualism provide important reflections on the core literacy of bilingual science teaching. Based on the research on bilingual teaching and learning, a problem-oriented inquiry-based teaching strategy in bilingual education could align with the spirit of scientific teaching when considering cognitive demands with different language types, including interpersonal communication language and academic language. In summary, integrating a problem-based teaching strategy in scientific bilingual learning could be an effective approach.