Combining PBL and CLIL in the scientific laboratory in secondary education
Tipo de Ítem:info:eu-repo/semantics/masterThesis
Several connections can be made between the principles of CLIL methodology and the practical dimension of lab experiments. Thus, science lab offers a unique scenario for learning by doing, active learning, collaborative tasks and language use in a real context. In addition, the scientific laboratory represents a very flexible learning environment with regards to the activities that can be performed although there are no precedents of applying CLIL in lab experiments. In this research proposal, different approaches such as project-based learning (PBL), inquiry-based learning (IBL), or task-based learning (TBL), have been used in the implementation of CLIL in the scientific laboratory for learning purposes. As a result, we propose PBL as a feasible approach to implement CLIL in the scientific laboratory as it provides the learning by doing dimension while introducing inquiry and problem solving in cognitively demanding tasks. With this aim, a methodology for effective planning PBL from a CLIL perspective is here proposed. This planning has been developed from a practical point of view, considering aspects related to lab work (i.e. safety considerations), CLIL methodology (i.e. using the 4Cs framework as a starting point to integrate language and content from a holistic view) and defining aspects of PBL (i.e. the creation of artifacts as a creative culmination of the project, or the generation of a driving question as the guiding force of projects). After outlining the main aspects of CLIL-based PBL applied to scientific experiments, the expected outcomes and possible pitfalls have also been considered. The integration of project-based learning and CLIL in the scientific laboratory is expected to connect with students‘ needs and interests through their active role in the learning process and the real world connection of scientific projects. In addition, it should engage them in cognitively demanding tasks, while using the language in a purposeful and meaningful context, thus impacting in their lifelong learning.
Ficheros en el ítem
Este ítem aparece en la(s) siguiente(s) colección(es)
Mostrando ítems relacionados por Título, autor o materia.
Pérez-Sánchez, Beatriz (01/2016)En el presente trabajo, se pretende elaborar un proyecto basado en los juegos populares canarios, en el que se fomenten valores, hábitos de vida saludables, un adecuado uso del tiempo de ocio y permita afianzar habilidades ...
Percepción personal de una actividad de creación de contenido colaborativo de estudiantes del Máster de Formación del Profesorado Marcano Lárez, Beatriz Elena (UNIR); Iñigo Mendezo, Victoria (UNIR); Sánchez Ramírez, José Manuel (UNIR) (EDMETIC, 2017)El desarrollo de competencias digitales en los docentes es una necesidad en el ámbito educacional. En el Máster de Formación del Profesorado de Educación Secundaria se ha propuesto fomentar el desarrollo de dichas competencias. ...
Analysis of collaboration between CLIL and ESL teachers in 5th year of Primary Education: a proposal to improve teamwork Álvarez-Álvarez, Ana Margarita (21/09/2016)Content and Language Integrated Learning (CLIL) programmes have been incorporated into most European mainstream educational systems since the learning of languages and plurilingualism have received a key role within educational ...