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Implementing Clil In Social Science class activities in English to foster the development of higher order thinking skills in 4th graders

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dc.contributor.advisorBoccia, Cristina
dc.contributor.authorDíaz Meza, María Auxiliadora
dc.contributor.juryHerrera Naranjo, Sol Jashmed
dc.contributor.juryCalle-Díaz, Luzkarime
dc.date.accessioned2024-09-03T22:32:14Z
dc.date.available2025-09-03
dc.date.available2024-09-03T22:32:14Z
dc.date.issued2024-09-03
dc.description.abstractContent Language Integrated Learning (CLIL) has been widely used as a teaching approach to teach language through content. Despite its diverse implementations to teach content knowledge and language simultaneously worldwide, little is known about the application of CLIL to foster higher-order thinking skills (HOTS). According to Anderson and Krathwohl (2001) in their revision of Bloom's taxonomy in 1956 this relationship remains unexplored, particularly in Social Sciences activities conducted in English in primary grades. This study aimed to explore the implementation of CLIL in Social Sciences activities in English in a Bilingual School to help 4th graders foster HOTS. Data was collected by applying a CLIL lesson plan mediated by Task-Based Learning (TBL) that consists of a macro-task, a set of micro-tasks, and a final task. This final activity consisted of creating an environmental magazine by the participants. The written discourse produced by each student was analyzed individually, drawing upon Taylor's approach to discourse analysis (2012) . Findings showed that the participants successfully developed HOTS during this study. The results revealed specific instances of student's cognitive skills development through their written work. The results obtained supported the effectiveness of the methodological decision made, such as drawing on Bloom's Taxonomy to establish learning objectives and measure the student's learning, and integrating CLIL with TBL. The strengths and weaknesses identified in students' cognitive skill development underscore the need to carefully consider task design and instructional strategies in future CLIL implementations. The findings of this research have the potential to inform other educators about the benefits and challenges of implementing CLIL to foster students' HOTS in Social Sciences activities in English.eng
dc.description.abstractEl aprendizaje integrado de contenidos y lenguas (CLIL, por sus siglas en inglés) se ha utilizado ampliamente como método de enseñanza para enseñar lenguas a través de contenidos. A pesar de sus diversas implementaciones para enseñar conocimientos de contenidos y lenguas simultáneamente en todo el mundo, se sabe poco sobre la aplicación de CLIL para fomentar las habilidades de pensamiento de orden superior (HOTS, por sus siglas en inglés) de la taxonomía de Bloom (1956), revisada por Anderson y Krathwohl (2001) , y sigue sin explorarse, en particular en actividades de Ciencias Sociales realizadas en inglés en los grados primarios. Este estudio tuvo como objetivo explorar la implementación de CLIL en actividades de Ciencias Sociales en inglés en una escuela bilingüe para ayudar a los estudiantes de 4º grado a desarrollar las HOTS. Los datos se recopilaron aplicando un plan de lección CLIL mediado por el aprendizaje basado en tareas (TBL, por sus siglas en inglés) que consta de una macrotarea, un conjunto de microtareas y una tarea final. Esta actividad final consistió en crear una revista ambiental por parte de los participantes. La producción escrita de cada estudiante se analizó individualmente, basándose en el análisis del discurso según lo propone Taylor, 2013. Los hallazgos mostraron que los participantes desarrollaron con éxito las HOTS durante su participación en las actividades propuestas. Los resultados revelaron casos específicos de desarrollo de las habilidades cognitivas de los estudiantes a través de su trabajo escrito. El análisis reflejó que las decisiones metodológicas de este estudio, fueron adecuadas tales como el uso de la Taxonomía de Bloom para establecer objetivos de aprendizaje y medir el aprendizaje de los estudiantes, además de integrar CLIL con TBL. Las fortalezas y debilidades identificadas en el desarrollo de las habilidades cognitivas de los estudiantes subrayan la necesidad de considerar cuidadosamente el diseño de tareas y las estrategias de instrucción en futuras implementaciones de CLIL. Los hallazgos de esta investigación tienen el potencial de informar a otros educadores sobre los beneficios y desafíos de implementar CLIL para fomentar habilidades de pensamiento de alto orden en los estudiantes en actividades de Ciencias Sociales en inglés.spa
dc.description.degreelevelMaestría
dc.description.degreenameMaestría en Enseñanza del Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontents1. Introductioneng
dc.description.tableofcontents2.Theoretical Frameworkeng
dc.description.tableofcontents2.1 Social Sciences in Educationeng
dc.description.tableofcontents2.2 Content and Language Integrated Learningeng
dc.description.tableofcontents2.3 Bloom’s Revised Taxonomy of the Cognitive Domaineng
dc.description.tableofcontents2.4 Task-Based Learningeng
dc.description.tableofcontents2.4.1 Macro-taskeng
dc.description.tableofcontents2.4.2 Micro-taskeng
dc.description.tableofcontents2.4.3 Final-taskeng
dc.description.tableofcontents2.5 Literature Revieweng
dc.description.tableofcontents2.5.1 International Contexteng
dc.description.tableofcontents2.5.2 National Contexteng
dc.description.tableofcontents3. Methodologyeng
dc.description.tableofcontents3.1 Research designeng
dc.description.tableofcontents3.3 Data Collection Methodseng
dc.description.tableofcontents3.4 Data Analysis Procedureeng
dc.description.tableofcontents3.5 Validation of the Explicit and Implicit Evidence of HOTS development in students in Data Analysiseng
dc.description.tableofcontents3.6 Ethical Considerationseng
dc.description.tableofcontents4. Findingseng
dc.description.tableofcontents5. Discussion 65eng
dc.description.tableofcontents6. Conclusionseng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8657
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglés
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dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/embargoedAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_f1cf
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsContent and language integrated learning (CLIL)eng
dc.subject.keywordsSocial scienceseng
dc.subject.keywordsBloom's taxonomyeng
dc.subject.keywordsTask based learning approacheng
dc.subject.proposalAprendizaje integrado de contenido y lengua (CLIL)spa
dc.subject.proposalCiencias socialesspa
dc.subject.proposalTaxonomía de bloomspa
dc.subject.proposalEnfoque de aprendizaje basado en tareasspa
dc.titleImplementing Clil In Social Science class activities in English to foster the development of higher order thinking skills in 4th graderseng
dc.typeTrabajo de grado - Maestría
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/masterThesis
dc.type.redcolhttp://purl.org/redcol/resource_type/TM
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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