| 英文摘要 |
This study investigated how a university science teacher, within an English-medium instruction (EMI) context, designed STEM project-based learning and continuously refined instructional strategies to enhance students’knowledge application, engagement, and performance through action research. The study was conducted over 12 weeks. The participants included seven local and five international students, who engaged in the learning through group collaboration. Data were collected through observations, artifacts, and documents, and were analyzed thematically to identify key patterns and themes. Triangulation was employed to ensure validity by cross-verifying findings across data sources. The results highlighted design elements that fostered student responsibility but also identified challenges such as applying STEM knowledge, addressing engineering design obstacles, and overcoming language barriers. While some students demonstrated practical STEM knowledge application, others struggled with genre awareness and unequal work distribution. The study concludes by recommending future projects to strengthen knowledge application, promote collaboration, and improve English use to support student success in EMI environments. |
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