Abstract
We present a case study where the use of both Content and Language Integrated Learning (CLIL) and Inquiry-Based Science Education (IBSE) can be observed and studied as a hybrid methodology applied in a non-formal context in primary education. The context is the teaching of science in a Foreign Language (English) and the aim is to determine didactic strategies that are useful for improving teaching/learning processes. It is conducted in the non-formal context of science workshops, known as Saturdays of Science. 102 children in primary education attended the workshops, at which both the CLIL and the IBSE approaches were combined and which were supervised by 17 future teachers of primary education. The workshops were observed and analysed together with the changes introduced in the methodology and in the successive improvements to the teaching experience, examining the way in which they influenced the perceptions of the children and the future teachers. These results offer useful strategies for teachers in charge of CLIL teaching in primary education.
Highlights
THE COMBINATION OF Content and Language Integrated Learning (CLIL) AND IBSEInquiry-Based Science Education (IBSE) is a didactic strategy designed to incentivize the development of competencies, and to avoid the mere accumulation and memorization of scientific content
We present a case study where the use of both Content and Language Integrated Learning (CLIL) and Inquiry-Based Science Education (IBSE) can be observed and studied as a hybrid methodology applied in a non-formal context in primary education
It is conducted in the non-formal context of science workshops, known as Saturdays of Science. 102 children in primary education attended the workshops, at which both the CLIL and the IBSE approaches were combined and which were supervised by 17 future teachers of primary education
Summary
Inquiry-Based Science Education (IBSE) is a didactic strategy designed to incentivize the development of competencies (in terms of contents, skills, and attitudes), and to avoid the mere accumulation and memorization of scientific content. Learning and Training Scenario in CLIL+IBSE pupils cannot understand science and the nature of the phenomena under investigation without direct experimentation (National Research Council, 2012) Working with this methodology implies that the pupils must be capable of both formulating scientific questions and defining the problem under investigation. Within the multicultural European context, European institutions have, since 1990, been trying to promote the development of new approaches for the improvement of language competences for all citizens In this context, CLIL proposes the teaching of subject-matter in a foreign/second language, simultaneously seeking to achieve two objectives: the learning of content and of a language (Eurydice, 2006). Due to the scarcity of research, to improve pre-service primary teachers’ skills at using the IBSE + CLIL approach
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