Example of a CLIL Teaching-Learning Sequence about Geology and Evolution for Pre-Service Teachers

Pla Pueyo, Sila; González García, Francisco; Ramos García, Ana María; Torres Zúñiga, Laura

doi:10.4018/978-1-6684-6179-2.ch015

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Identificadores

URI: https://hdl.handle.net/10481/111383

DOI: 10.4018/978-1-6684-6179-2.ch015

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Editorial

IGI GLOBAL

Materia

Bilingual Science Teaching

NLA

Bilingual programmes

Fecha

2023

Referencia bibliográfica

Published version: Pla-Pueyo, S., González-García, F., Ramos-García, A.M. y Torres-Zúñiga, L. (2023). An example of a CLIL teaching-learning sequence about geological time, fossils and evolution for pre-service Primary Education teachers. En: Handbook of research on Training Teachers for Bilingual Education in Primary Schools (Estrada-Chichón, J.L. y Zayas-Martínez, F., Eds.), IGI Global, pp. 351-378. DOI: 10.4018/978-1-6684-6179-2.ch015

Resumen

The present chapter describes in detail a teaching-learning sequence using the CLIL approach to teach contents related to sedimentary rocks, fossils and evolution to pre-service Primary Education Teachers. The sequence was designed and implemented during two consecutive semesters of the academic year 2021-2022. The target students belong to the bilingual strand of the courses ‘Didactics of Experimental Sciences’ I and II, dealing with physics, chemistry, geology and astronomy contents (course I) and life sciences contents (course II). The courses are taught mainly in Spanish but this particular sequence was delivered, produced and assessed in English. Students’ performance was assessed by means of self-evaluation, peer-evaluation, as well as immediate or delayed feedback from the lecturer.

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