Saturdays of Science. An Experimental Learning and Training Scenario in CLIL and IBSE: A Case Study

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.

Children’s literacy skills development through non-formal education: a scoping review

“…In 2020, four articles were identified [19], [29]- [30], [32], while there were three articles [23]- [25] was found in 2021 respectively concerning non-formal education. As for 2022, two articles [28], [31] were related to the topic of study. There was only one study [33] on non-formal education found related to the study.…”

“…As to the distribution by country, the highest number of studies were conducted in Portugal [20], [29], [30] and Brazil [24], [26], [33] with n=3 studies respectively. Meanwhile, nine countries, namely Finland [19], Costa Rica [21], Nigeria [22], Greece [23], Romania [32], Luxembourg [25], Ireland [27], Spain [31], and a combination of respondents from both Bangladesh and Pakistan [28] were recorded with one study each.…”

“…There were n=3 studies conducted using action research [20], [23], [33] and survey [21], [22], [25] respectively. In addition, n=2 studies applied case studies [24], [31] and literature searches [26], [32] respectively. Other research methods found were workshops [27], personal meaning map [29], intervention [28], ethnographic [19] and field notes [30] with one study each.…”

“…Aims to cultivate active digital citizens recorded n=6 studies [19]- [20], [24], [27], [28], [33]. Moreover, there were n=4 studies which aimed to develop literacy capabilities [21], [25], [29], [31]. Two studies [26], [32] aimed to encourage environmental learning.…”

“…The highest-recorded skills focused were on Social and Communication skills [20], [21], [23], [25], [33] and digital skills [20], [24], [27], [28], [33] with n=5 studies respectively. There were n=3 studies focused on literacy skills development [21], [29], [31] and Artistic skills [30], [32], [33] respectively. In addition, thinking skills [19], [22] and environmental skills [26], [32], recorded n=2 studies each.…”