Abstract
Despite the rise of STEAM education globally, there are still relatively deficiencies in the current teaching aids and teaching materials in STEAM education. Using a CLIL-for-STEAM pedagogical framework, this study explores students' inquiry competencies by examines the learning contents of magical power of electricity and traffic lights, matching the curriculum guidelines of Taiwanese 4th-gradestudents, to develop STEAM-integrated teaching and learning materials in a bilingual format to correspond to the bilingual nation policy. The goal of this course is to encourage students to use their prior knowledge and develop their problem-solving skills through interdisciplinary problem situations in a bilingual environment.