New Perspectives in Science Education
CLIL Science Teaching – Progression of Scientific Inquiry by the Use of Selective Scaffolding
Marisa Rimmele, University of Education Weingarten - Department of Didactics of Biology (Germany)
Michael Ewig, University of Education Weingarten - Department of Didactics of Biology (Germany)
Abstract
Learning progressions have gained significant attention, not least with the implementation of German National Education Standards in 2004. One aim of the German National Education Standards for Biology is to progress scientific inquiry as one of the four core organizational elements in science class [1]. In CLIL contexts this aim needs to be treated in a special way: The discrepancy of cognitive competences and verbal skills may lead students to an unsuccessful learning process (e.g. [2], [3], [4]). In order to ensure qualitatively appropriate CLIL biology class, it is crucial to support the negotiation of meaning in scientific inquiry [5]. Verbal and content scaffolds support the negotiation of meaning in general language acquisition and further CLIL contexts such as in conventional scientific inquiry in class.
Our objective is the identification and definition of those scaffolds, which are specifically qualified for the development of scientific inquiry in CLIL contexts and the progression of language competences in the target language at the same time. The research focuses on processes of interaction between tutors and learners such as interactions between learners themselves. The study consists of two steps. In a first step we identify applied scaffolds in processes of scientific inquiry in CLIL contexts. For this purpose scaffolds are surveyed and analyzed in an explorative qualitative study with group experiments and group discussions of students from 9th, 10th and 11th grade from secondary schools. Data were analysed by qualitative content analysis [6]. The identification and definition of applied scaffolds may lead towards more efficient science instruction and towards a successful learning process in CLIL science class.
Results of this explorative study will be integrated in the following step, the analysis of the effect of applied scaffolds on student’s competences in scientific inquiry. Identified and defined scaffolds for the progression of scientific inquiry in CLIL contexts and further results will be presented at the conference.
[1] Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland (2005): Beschlüsse der Kultusministerkonferenz. Bildungsstandards im Fach Biologie für den Mittleren Schulabschluss. Luchterhand: München/Neuwied
[2] Wildhage, M./ Otten, E. (2003): Praxis des bilingualen Unterrichts. Berlin: Cornelsen, 116-146.
[3] Heine, M./Riccò, A./Schoof-Wetzig, D.(2003): Bilinguales Lernen im interkulturellen Kontext. Westermann: Braunschweig,110-126.
[4] Zeitschrift für Pädagogik 2/93, 223 – 239
[5] Massler, U./ Burmeister, P. (2010): CLIL und Immersion. Fremdsprachlicher Sachfachunterricht in der Grundschule. Westermann: Braunschweig, 100-107.
[6] Mayring, P. (Hrsg.): Die Praxis der qualitativen Inhaltsanalyse (172–189). Weinheim, Basel: Beltz.
