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Guided Inquiry Based Learning and competence development in a CLIL (Content and Languaje Integrated Learning) tertiary science education context: A mixed methods study

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dc.contributor.advisor Fernández Santander, Ana
dc.contributor.advisor Lucas Múgica, José Francisco
dc.contributor.author Lesmes Celorrio, Marta
dc.date.accessioned 2018-02-08T11:28:01Z
dc.date.available 2018-02-08T11:28:01Z
dc.date.issued 2017
dc.identifier.citation Lesmes Celorrio, M. (2017). Guided Inquiry Based Learning and competence development in a CLIL (Content and Languaje Integrated Learning) tertiary science education context: A mixed methods study (Tesis doctoral). Universidad Europea de Madrid, Villaviciosa de Odón. spa
dc.identifier.uri http://hdl.handle.net/11268/7064
dc.description Tesis inédita presentada en la Universidad Europea de Madrid. Facultad de Ciencias Sociales y de Comunicación. Programa de Doctorado en Educación spa
dc.description.abstract An educational intervention was planned and conducted at the Universidad Europea in Madrid, within the Dentistry first year degree at the School of Biomedical Sciences starting in 2010. Guided Inquiry Based teaching methodology was implemented within the course Documentation and Introduction to Research Methods, a basic undergraduate science course in a Content and Language Integrated Learning context. Results evidence that students perceive both CLIL and IBL as positive learning experiences. No significant differences were found in terms of gender and valuing CLIL experience but females did find that these methodologies fostered competence development in a higher degree than male students. Vocabulary gains, information management and acquiring linguistic scientific competences were particularly valued. Being allowed to plan and conduct their own research proves to be a positive challenge for students, where creativity and flexibility are valued aspects of the course. Analysis of student written discourse dialogue as they provided feedback on each other’s manuscripts evidences appreciation of Habits of the Mind and linguistic appreciation characteristics of science learners. IBL and CLIL seem to be favorable scenarios for the essential development of transversal competences and to acquire scientific disciplinary contents and habits. Further research to improve team work and constructive feedback experience is encouraged. It would be interesting to assess the application of similar interventions in other degrees or age groups. eng
dc.language.iso eng spa
dc.title Guided Inquiry Based Learning and competence development in a CLIL (Content and Languaje Integrated Learning) tertiary science education context: A mixed methods study spa
dc.type doctoralThesis spa
dc.rights.accessRights restrictedAccess spa
dc.subject.uem Innovaciones educativas spa
dc.subject.uem Enseñanza superior spa
dc.subject.unesco Innovación educacional spa
dc.description.filiation UEM spa


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