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Why is science education important? The water in the cabin sparked the interest of an ethnologist: what does it feel like to lose nature?

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Why is science education important? The water in the cabin sparked the interest of an ethnologist: what does it feel like to lose nature?

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Outi Fingerroos, professor of ethnology and anthropology, who focuses on doing research on how people feel when they are losing nature, there she investigates the perception of Finns about nature and their fears of losing it.

The author states that the closest tool is the investigation of memory data: how individuals in the present remember the past or have experienced it.

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importancia de la ciencia en la educación

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Algae thrive in fish farming wastewater and produce valuable substances

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Algae thrive in fish farming wastewater and produce valuable substances

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The University of Jyväskylä focuses on investigating how growing microalgae in wastewater has many benefits, it is mentioned that these can be used in the manufacture of fuels, valuable production of astaxanthin pigment, thereby reducing the need for synthetic products, in the which is also using artificial intelligence to obtain many advantages that will help them significantly improve algae cultivation.

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imagenes de algas en las aguas residuales

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Teacher brings literacy to the world through learning games: they accumulate a large amount of data for researchers

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Teacher brings literacy to the world through learning games: they accumulate a large amount of data for researchers

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Ulla Richardson is a professor of Technology-Mediated Language Learning at the University of Jyväskylä, she is the one who leads the research on how gaming significantly influences the learning of a new language, in addition to how technology can also be used for learning languages.

The game pays attention to the processing of speech and written language and, above all, to the understanding of written language. It is a training companion that adapts to the student's skill level by supporting, reviewing and progressing at the pace of the competition, says Professor Ulla Richardson.

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CLIL acronym for content and language integrated learning. Approach to teaching the content of curricular subjects through a non-native language.

It is important to take into account 3 important factors:

-Content first

The curricular content who leads the learning.

-The 4Cs of CLIL for injury planning

Content: scientific topic.

Communication: scientific language that students will communicate in the lesson.

Cognition: Thinking skills are required of students in science lesson.

Culture: Cultural focus of the lesson.

-Content-obligatory or content - compatible language?

Students need to prepare the academic record of science and need to know both the required content language and the compatible content language.

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Considerations when planning a CLIL science lesson

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Considerations when planning a CLIL science lesson

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Activating prior knowledge

Start by finding out what the students know about the scientific topic.

Input and output

Teachers must plan the input, that is, the information that will be presented in class.

Wait time

Time that teachers wait between asking questions and students answering them.

Collaborative tasks

Include tasks that involve production of vocabulary and key structures specific to the subject, meaningful group or pair activities.

Cognitive challenge

Considerable support to develop your thinking skills in a non-native language.

Developing thinking skills

Teachers should ask questions that encourage lower-order and higher-order thinking skills.

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What Kind of challenges are there in CLIL?

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What Kind of challenges are there in CLIL?

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Challenges for teachers

-Be able to present and explain concepts clearly and precisely.

-Check the pronunciation of the vocabulary.

-Be able to use appropriate language in the classroom.

-Know how to explain scientific concepts.

-Be prepared to answer questions about unknown scientific concepts.

-Expand your knowledge of scientific vocabulary and its pronunciation.

Challenges for learners

-Students need considerable support during the first two years of CLIL courses.

-Students may need a differentiation of:

input

task

support

Use of L1

-Clarify teachers' instructions.

-Develop ideas for curricular content.

-Group negotiations.

-Encouraging your teammates.

-Social commentary outside of the task.

Lack of materials

Not finding appropriate science materials for their classes.

Assessment

-Formative and summative evaluation.

-Performance evaluation.

-Explain how they organized an experiment to test the strength of bones.

-Describe how they applied their knowledge of bones to conduct a study of broken bones and fracture recovery rates, and then recorded the data using ICT.

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How can CLIL teachers overcome the challenges they face?

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How can CLIL teachers overcome the challenges they face?

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What can teachers do?

-Use different tools such as online dictionaries, grammar books, among others.

-Use online sources related to the subject in English.

-Highlight specific vocabulary of the subject.

-Practice with the delivery of scientific materials, prepare questions that require thinking skills.

How can teachers plan for CLIL?

-Learning outcomes and objetives

-Subject content

-Communication

-Thinking and learning skills

-Tasks

-Language support

-Material and resources

-Cross-curricular links

-Assessment

What helps learners learn?

CLIL teachers also report that at the start of courses, learners need considerable scaffolding and encouragement to help them learn. This can be in the form of clearly presented step by step instructions or explanations, constructive feedback and use of language frames. Learns respond positively to meaningful contexts that personalise learning. They also need regular consolidation of new content and language.

Appropiate task types

-Describe and guess

-Jigsaw map

-Domino games

-Gap fill

-Multiple choice/odd one out

-Power point presentations

-Among other

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This lesson focuses on the development of scientific research skills by developing the following stages:

-The human skeleton

-Structure and function of the skeleton

-Investigating wheter long bones break more easily than short bones

-Variables

-Recording data

-Conclusions

-Self-evaluation

-Plenary

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The articles provide us with very important information about science in education, how to apply these in a lesson and each of the activities to be developed and factors to consider, which is very relevant to the training process that we begin in this course on knowledge. of science didactics in education, we also know how research in science works on different topics which allow the development of different English skills since through this the language is put into practice in various ways. Therefore, it can be said that these articles are of great importance as well as significant for knowledge and learning about this course.