<strong>The Effects of Dual Concept Mapping on Science Content and Foreign Language Integrated Learning</strong>

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.本数据集收录了控制组与实验组在科学、英语两门科目上的前测与后测成绩。本准实验研究依托CLIL（Content and Language Integrated Learning，内容与语言整合学习）教学场景展开。前测成绩为参与者此前在科学与英语科目上的学业表现，即上学期期末考试的得分；后测成绩则为参与者接受教学干预后，在对应科目上的学业表现。实验组采用本研究提出的学习方法，即基于计算机的双概念图教学法，通过两组独立的概念图分别可视化学习内容的知识结构与文本结构；与之相对，对照组仅对学习内容的知识结构进行可视化，并通过写作来呈现文本结构。本研究旨在探究该学习方法对中学生科学内容与英语语言整合学习的影响效果。