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The Effects of Dual Concept Mapping on Science Content and Foreign Language Integrated Learning
This dataset includes pre and post-test scores of control and experimental groups in science and English. This quasi-experimental study is based on a CLIL (Content and Language Integrated Learning) context. Pre-test scores are participants' previous performance in science and English, namely the scores from last semester's final exams. Post-test scores are participants' performance in science and English after the intervention. The experimental group uses the proposed learning approach, namely a computer-based dual concept mapping approach visualizing both the knowledge structure and text structure of learning content in separate concept maps. In contrast, the control group only visualizes the knowledge structure and uses writing to represent text structure. This study aims to examine the effects of the proposed learning approach on science content and English language integrated learning among secondary students.