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

Content 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 thinki...

Full description

Autores:
Díaz Meza, María Auxiliadora
Tipo de recurso:
Fecha de publicación:
2024
Institución:
Universidad de Córdoba
Repositorio:
Repositorio Institucional Unicórdoba
Idioma:
eng
OAI Identifier:
oai:repositorio.unicordoba.edu.co:ucordoba/8657
Acceso en línea:
https://repositorio.unicordoba.edu.co/handle/ucordoba/8657
https://repositorio.unicordoba.edu.co/
Palabra clave:
Aprendizaje integrado de contenido y lengua (CLIL)
Ciencias sociales
Taxonomía de bloom
Enfoque de aprendizaje basado en tareas
Content and language integrated learning (CLIL)
Social sciences
Bloom's taxonomy
Task based learning approach
Rights
embargoedAccess
License
Copyright Universidad de Córdoba, 2024
id UCORDOBA2_4ee6fd332eb08142b1ade0152d3eff32
oai_identifier_str oai:repositorio.unicordoba.edu.co:ucordoba/8657
network_acronym_str UCORDOBA2
network_name_str Repositorio Institucional Unicórdoba
repository_id_str
dc.title.eng.fl_str_mv Implementing Clil In Social Science class activities in English to foster the development of higher order thinking skills in 4th graders
title Implementing Clil In Social Science class activities in English to foster the development of higher order thinking skills in 4th graders
spellingShingle Implementing Clil In Social Science class activities in English to foster the development of higher order thinking skills in 4th graders
Aprendizaje integrado de contenido y lengua (CLIL)
Ciencias sociales
Taxonomía de bloom
Enfoque de aprendizaje basado en tareas
Content and language integrated learning (CLIL)
Social sciences
Bloom's taxonomy
Task based learning approach
title_short Implementing Clil In Social Science class activities in English to foster the development of higher order thinking skills in 4th graders
title_full Implementing Clil In Social Science class activities in English to foster the development of higher order thinking skills in 4th graders
title_fullStr Implementing Clil In Social Science class activities in English to foster the development of higher order thinking skills in 4th graders
title_full_unstemmed Implementing Clil In Social Science class activities in English to foster the development of higher order thinking skills in 4th graders
title_sort Implementing Clil In Social Science class activities in English to foster the development of higher order thinking skills in 4th graders
dc.creator.fl_str_mv Díaz Meza, María Auxiliadora
dc.contributor.advisor.none.fl_str_mv Boccia, Cristina
dc.contributor.author.none.fl_str_mv Díaz Meza, María Auxiliadora
dc.contributor.jury.none.fl_str_mv Herrera Naranjo, Sol Jashmed
Calle-Díaz, Luzkarime
dc.subject.proposal.spa.fl_str_mv Aprendizaje integrado de contenido y lengua (CLIL)
Ciencias sociales
Taxonomía de bloom
Enfoque de aprendizaje basado en tareas
topic Aprendizaje integrado de contenido y lengua (CLIL)
Ciencias sociales
Taxonomía de bloom
Enfoque de aprendizaje basado en tareas
Content and language integrated learning (CLIL)
Social sciences
Bloom's taxonomy
Task based learning approach
dc.subject.keywords.eng.fl_str_mv Content and language integrated learning (CLIL)
Social sciences
Bloom's taxonomy
Task based learning approach
description Content 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.
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-09-03T22:32:14Z
dc.date.available.none.fl_str_mv 2024-09-03T22:32:14Z
2025-09-03
dc.date.issued.none.fl_str_mv 2024-09-03
dc.type.none.fl_str_mv Trabajo de grado - Maestría
dc.type.driver.none.fl_str_mv info:eu-repo/semantics/masterThesis
dc.type.version.none.fl_str_mv info:eu-repo/semantics/acceptedVersion
dc.type.content.none.fl_str_mv Text
dc.type.redcol.none.fl_str_mv http://purl.org/redcol/resource_type/TM
status_str acceptedVersion
dc.identifier.uri.none.fl_str_mv https://repositorio.unicordoba.edu.co/handle/ucordoba/8657
dc.identifier.instname.none.fl_str_mv Universidad de Córdoba
dc.identifier.reponame.none.fl_str_mv Repositorio Universidad de Córdoba
dc.identifier.repourl.none.fl_str_mv https://repositorio.unicordoba.edu.co/
url https://repositorio.unicordoba.edu.co/handle/ucordoba/8657
https://repositorio.unicordoba.edu.co/
identifier_str_mv Universidad de Córdoba
Repositorio Universidad de Córdoba
dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.references.none.fl_str_mv Academy of Social Sciences. (2024). What is Social Science? https://acss.org.uk/what-is-social-science/
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives: Complete edition.
Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives: complete edition. Addison Wesley Longman, Inc. https://lc.cx/Hnq4yP
Bogardus, E. S. (1913). An introduction to Social Science. In Introduction to social science: A textbook outline (Vol. 1, Ch. 1, p. 7). University of Southern California, Department of Economy and Sociology.
Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education: An introduction to theory and methods. Allyn and Bacon.
British Council. (2020). TBL - Task Based Learning.
Bunmak, N. (2017). The influence of task-based learning on elt in asean context. LEARN Journal: Language Education and Acquisition Research Network, 10(1), 201-209. https://lc.cx/bG0tRh
Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.
Campillo, J., Sánchez, R., & Miralles, P. (2019). Primary Teachers' Perceptions of CLIL Implementation in Spain. English language teaching, 12(4), 149-156. Carpendale, J., & Lewis, C. (2020) What makes us human: How minds develop through social interactions. Routledge.
Cevasco, J., & Buralli, K. (2023). Construction of coherence in the comprehension of narratives: Studies on the importance of the establishment of causal connections, gaps in current research and future directions. Papeles del Psicólogo, 44(1), 45-54. https://doi.org/10.23923/pap.psicol.3010
Christensen, T. (2022). Observing and interpreting quality in social science teaching. Journal of Social Science Education, 21(2), 128-152.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL - Content and language integrated learning. Cambridge University Press. Duarte, S., & Cruz, M. (2017). From and beyond gamified activities in primary English Learning. Paper presented at the Challenges Conference 2017, Bragal
Creswell, J. W. (2012). Educational research. Pearson
Cruz, M. (2021). CLIL approach and the fostering of “creactical skills” towards a global sustainable awareness. MEXTESOL Journal, 45(2).
Durga, S. S., & Rao, C. S. (2018). Developing students' writing skills in the English process approach. Journal for Research Scholars and Professionals of English Language Teaching, 6(2), 1-5.
Ellison, M. (2019). CLIL in the primary school context. In S. G. Copland (Ed.), The Routledge handbook of teaching English to young learners. Retrieved from https://lc.cx/uUeLKB
ENVIRONMENT. Primer Seminario de E-Learning en la Didáctica de los Idiomas Extranjeros. ENVIRONMENT. Primer Seminario de E-Learning en la Didáctica de los Idiomas Extranjeros. ENVIRONMENT. Primer Seminario de E-Learning en la Didáctica de los Idiomas Extranjeros.
Ferrance, E. (2000). Action research. LAB, Northeast and Island Regional Education Laboratory at Brown University.
Forehand, M. (2010). Bloom’s taxonomy. Emerging Perspectives on Learning, Teaching, and Technology, 41(4), 47-56.
Graham, K. M., Sharon, M., & Zohreh, E. (2020). Using children’s literature to teach the 4Cs of CLIL: A systematic review of EFL studies. Latin American Journal of Content & Language Integrated Learning, 13(2), 163-189.
Halimah, L., Subekti, E., Hidayah, Y., & Kartika, D. (2020). Improving Critical Thinking Ability through Social Studies Learning. International Journal of Multidisciplinary and Current Educational Research (IJMCER), 2(4), 132-144. Retrieved from https://lc.cx/qNEfr_
Hanesova, D. (2014). Development of critical and creative thinking skills in CLIL. Journal of language and cultural education, 2(2), 33-51. Retrieved from https://lc.cx/ZL0vsw
Huertas, S. P., & Rojas, Y. J. M. (2014). OPTIMIZING EFL COMMUNICATIVE COMPETENCES THROUGH DIGITAL TOOLS IN A CLIL
Ioannou-Georgiou, S., & Pavlou, P. (2011). Guidelines for CLIL implementation in primary and pre-primary education.
Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner (3rd ed.). Deakin University Press.
Kinoshita, H. (2022). Teaching of Critical Thinking Skills by Science Teachers in Japanese Primary Schools. Journal of Baltic Science Education, 21(5), 801-816. https://doi.org/https://doi.org/10.33225/jbse/22.21.801
Lee, I., Jongwon, P., & Yoon, H.-G. (2022). Science teachers' theory-based teaching: Connecting a learning cycle model to a lesson plan. Journal of Baltic Science Education, 21(3), 462-480. https://doi.org/10.33225/jbse/22.21.462
Llinares, A., & Dalton-Puffer, C. (2015). The role of different tasks in CLIL students' use of evaluative language. System, 54, 69-79.
Loaiza Massuh, E. M. de L., Salazar Torres, P. M., Salazar Torres, M. A., Montece Ochoa, S. K., Veliz Blacio, J. J., & Acosta Mora, M. G. (2019). Content and language integrated learning (CLIL): An educational and communicative approach for Ecuatorians. Mawil Publicaciones de Ecuador.
Marino, E., & Hansen, L. (2007). Strategies for teaching social studies to English-language learners at the elementary level. The Social Studies, 98(5), 180-184. https://doi.org/ Mehisto, P. (2012). Criteria for Producing CLIL Learning Material. Encuentro, 21, 15-33. https://doi.org/https://lc.cx/CTingS
Merriam, S., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons. https://lc.cx/vl-t6a
Ministerio de Educación Nacional. (2016). Colombiaaprende. Retrieved from https://lc.cx/siZ77C
Moriarty, J. (2011). Qualitative methods overview. Methods Review. NIHR School for Social Care Research.
Murphy, J. (2003). Task-based learning: The interaction between tasks and learners. ELT Journal, 57(4), 352-360.
Nijhawan, S., Elsner, D., & Engartner, T. (2021). The Construction of Cosmopolitan Glocalities in Secondary Classrooms through Content and Language Integrated Learning (CLIL) in the Social Sciences. Global Education Review, 8 (2-3)((2-3)), 92-115. https://doi.org/https://lc.cx/FZBF_Z
Nitta, R., & Yamamoto, Y. (2020). Reconceptualizing CLIL from transformative pedagogy perspective: Pilot debate study in English language curriculum. Retrieved from
Nunan, D. (2004). Task-based language teaching. Cambridge University Press. http://www.cambridge.org
Ortiz-Garcia, W. R., & Navarrete-Villarraga, Z. C. (2024). Revised Bloom’s Taxonomy to Analyze the Scope of CLIL Classes with Children. HOW, 31(1), 11-35. Özdemir, F. (2022). Opinions of social studies teachers on environmental education through social studies curriculum and textbooks. Participatory Educational Research, 9(5), 486-501. https://doi.org/10.17275/per.22.125.9.5
Qasrawi, R., & BeniAbdelrahman, A. (2020). The higher and lower-order thinking skills (HOTS and LOTS) in Unlock English textbooks (1st and 2nd editions) based on Bloom's taxonomy: An analysis study. Semanticscholar. Retrieved June 24, 2024, from https://www.semanticscholar.org/paper/The-Higher-and-Lower-Order-Thinking-Skills-%28HOTS-in-Qasrawi-BeniAbdelrahman/e4646e1e0af52a56acdd76efb8c76cae702e738b
Öztürk, G. (2021). Pre-service teachers' skills in analysing achievements in regard to the revised Bloom's taxonomy. International Journal of Progressive Education, 17(1), 277-293. https://doi.org/10.29329/ijpe.2020.329.18
Pardede, P. (2019). Seeing action research process in a practice. Collegiate Forum, 282-295. https://doi.org/10.33225/jbse/22.21.462
Pavon Vazquez, V., Prieto Molina, M., & Ávila López, J. (2015). Perceptions of teachers and students of the promotion of interaction through task-based activities in CLIL. Piacentini, V., Rui, M., & Simões, A. (2022). Can "Integrated Learning" with English support science education? A case study in Portugal. EURASIA Journal of Mathematics, Science and Technology Education, 18(6).
Qasrawi, R., & BeniAbdelrahman, A. (2020). The Higher and Lower-Order Thinking Skills (HOTS and LOTS) in Unlock English Textbooks (1st and 2nd Editions) Based on Bloom's Taxonomy: An Analysis Study. 7(3), 744-758. Retrieved from https://lc.cx/VgBXBI
Rani, D., & Inamdar, N. (2022). . Content and Language Integrated Learning in Castilla-La Mancha, Spain: Exploring Pedagogical Practices and Experiences through Classroom Observations. Issues and Ideas in Education, 10(1), 39-47.
Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (2014). Qualitative research practice: A guide for social science students and researchers. SAGE Publications Ltd. https://books.google.com
Rodriguez Bonces, M. (2011). CLILL: Colombia leading into content language learning. ÍKALA, Revista de lenguaje y cultura, 16(28), 79-89.
Rodriguez, J. (2012). Content and language integrated learning (CLIL): Considerations. Gist Education and Learning Research Journal, 6, 177-189.
Rodríguez-Gallego, M. (2014). Lesson planning in primary and secondary education. ResearchGate.
Senturk, M., & Ozge, S. (2023). The social studies and science pre-service teachers' experiences of creative comics for environmental education. International Journal of Research in Education and Science, 9(1), 109-123.
Tardieu, C., & Dolitsky, M. (2012). Integrating the task-based approach to CLIL teaching. In Teaching and learning English through bilingual education (pp. 3-35).
Taylor, S. (2013). What is discourse analysis? Bloomsbury Academic. Torres-Rincón, J. C., & Cuesta-Medina, L. M. (2019). Situated practice in CLIL: Voices from Colombian teachers. GiST Education and Learning Research Journal, 18, 109-141. Situated practice in CLIL: Voices from Colombian teachers. GiST Education and Learning Research Journal, 18, 109-141.
Ürey, M., Çolak, K., Bozdemir, Y., & Kaymakci, S. (2020). Comparison of prospective science and social studies teachers' knowledge levels of and misconceptions about atmospheric environmental problems. International Electronic Journal of Environmental Education, 10(2), 216-236. https://doi.org/10.29333/ejmste/12069
Vonkova, H., & Moore, A. (2021). Motivation of Students for English as a Medium of Instruction (EMI) and Content and Language Integrated Learning (CLIL): Current Research Foci in Different Countries. Bulgarian Comparative Education Society, 19(3), 91-97. Retrieved from https://lc.cx/mAZnro
Yaguara, J., Villalobos, N., & Otálora, J. (2021). Exploring the implementation of CLIL in an EFL virtual learning environment. Latin American Journal of Content & Language Integrated Learning, 14(2), 187-214.
Yavuz, A., Öztüfekçi, A., Ören, A. D., Kaplan, A., & Uzunkaya, Ç. Y. (2020). Teachers' Perceptions and Needs of CLIL: A Collective Case Study from Turkey. Shanlax International Journal of Education, 9(1), 92-103
dc.rights.none.fl_str_mv Copyright Universidad de Córdoba, 2024
dc.rights.uri.none.fl_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.license.none.fl_str_mv Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.accessrights.none.fl_str_mv info:eu-repo/semantics/embargoedAccess
dc.rights.coar.none.fl_str_mv http://purl.org/coar/access_right/c_f1cf
rights_invalid_str_mv Copyright Universidad de Córdoba, 2024
https://creativecommons.org/licenses/by-nc-nd/4.0/
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
http://purl.org/coar/access_right/c_f1cf
eu_rights_str_mv embargoedAccess
dc.format.mimetype.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Córdoba
dc.publisher.faculty.none.fl_str_mv Facultad de Educación y Ciencias Humanas
dc.publisher.place.none.fl_str_mv Montería, Córdoba, Colombia
dc.publisher.program.none.fl_str_mv Licenciatura en Educación Básica con Énfasis en Humanidades-Inglés
publisher.none.fl_str_mv Universidad de Córdoba
institution Universidad de Córdoba
bitstream.url.fl_str_mv https://repositorio.unicordoba.edu.co/bitstreams/2a78125d-f239-436b-8026-c71bbb62184b/download
https://repositorio.unicordoba.edu.co/bitstreams/879952a1-280e-4782-a691-60f17a074706/download
https://repositorio.unicordoba.edu.co/bitstreams/3e72b64f-8e6b-4e0b-ae72-62cd90678ae2/download
https://repositorio.unicordoba.edu.co/bitstreams/64a451d7-8dbe-4342-87c8-649e997c1945/download
https://repositorio.unicordoba.edu.co/bitstreams/b9a541b3-ce29-47b7-be17-78400b9d4826/download
https://repositorio.unicordoba.edu.co/bitstreams/f95cc36b-9c89-4f5c-a162-00320644bb11/download
https://repositorio.unicordoba.edu.co/bitstreams/0ce42069-ba4f-4cad-90b0-44737f251213/download
bitstream.checksum.fl_str_mv 5e6ac2926eec5410698ce759a0b8c6ef
08af0b6696ece1909dc11763c5f3d85a
73a5432e0b76442b22b026844140d683
77fffa4eb69a4f674c3920d77e31eef8
b6d2bde70ee5964cc600dacff586882f
b8cd0ea160b5dc9feceb631d42327f44
a9f8228e0723781594acd31c0faf8dd4
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
MD5
MD5
MD5
repository.name.fl_str_mv Repositorio Universidad de Córdoba
repository.mail.fl_str_mv bdigital@metabiblioteca.com
_version_ 1812173346959261696
spelling Boccia, Cristina b9185552-c938-4b63-a1e3-7e413ab95d86600Díaz Meza, María Auxiliadora3bd5b38c-5ad1-4f67-92cf-23fba141b50cHerrera Naranjo, Sol Jashmedaaff832c-fa59-4e36-a161-3a0bd0a8c840-1Calle-Díaz, Luzkarime63197f6d-b047-42c0-bd26-74f5c3903ffe6002024-09-03T22:32:14Z2025-09-032024-09-03T22:32:14Z2024-09-03https://repositorio.unicordoba.edu.co/handle/ucordoba/8657Universidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.co/Content 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.El 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.1. Introduction2.Theoretical Framework2.1 Social Sciences in Education2.2 Content and Language Integrated Learning2.3 Bloom’s Revised Taxonomy of the Cognitive Domain2.4 Task-Based Learning2.4.1 Macro-task2.4.2 Micro-task2.4.3 Final-task2.5 Literature Review2.5.1 International Context2.5.2 National Context3. Methodology3.1 Research design3.3 Data Collection Methods3.4 Data Analysis Procedure3.5 Validation of the Explicit and Implicit Evidence of HOTS development in students in Data Analysis3.6 Ethical Considerations4. Findings5. Discussion 656. ConclusionsMaestríaMaestría en Enseñanza del InglésTrabajos de Investigación y/o Extensiónapplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaLicenciatura en Educación Básica con Énfasis en Humanidades-InglésCopyright Universidad de Córdoba, 2024https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/embargoedAccesshttp://purl.org/coar/access_right/c_f1cfImplementing Clil In Social Science class activities in English to foster the development of higher order thinking skills in 4th gradersTrabajo de grado - Maestríainfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersionTexthttp://purl.org/redcol/resource_type/TMAcademy of Social Sciences. (2024). What is Social Science? https://acss.org.uk/what-is-social-science/Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives: Complete edition.Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives: complete edition. Addison Wesley Longman, Inc. https://lc.cx/Hnq4yPBogardus, E. S. (1913). An introduction to Social Science. In Introduction to social science: A textbook outline (Vol. 1, Ch. 1, p. 7). University of Southern California, Department of Economy and Sociology.Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education: An introduction to theory and methods. Allyn and Bacon.British Council. (2020). TBL - Task Based Learning.Bunmak, N. (2017). The influence of task-based learning on elt in asean context. LEARN Journal: Language Education and Acquisition Research Network, 10(1), 201-209. https://lc.cx/bG0tRhBurns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.Campillo, J., Sánchez, R., & Miralles, P. (2019). Primary Teachers' Perceptions of CLIL Implementation in Spain. English language teaching, 12(4), 149-156. Carpendale, J., & Lewis, C. (2020) What makes us human: How minds develop through social interactions. Routledge.Cevasco, J., & Buralli, K. (2023). Construction of coherence in the comprehension of narratives: Studies on the importance of the establishment of causal connections, gaps in current research and future directions. Papeles del Psicólogo, 44(1), 45-54. https://doi.org/10.23923/pap.psicol.3010Christensen, T. (2022). Observing and interpreting quality in social science teaching. Journal of Social Science Education, 21(2), 128-152.Coyle, D., Hood, P., & Marsh, D. (2010). CLIL - Content and language integrated learning. Cambridge University Press. Duarte, S., & Cruz, M. (2017). From and beyond gamified activities in primary English Learning. Paper presented at the Challenges Conference 2017, BragalCreswell, J. W. (2012). Educational research. PearsonCruz, M. (2021). CLIL approach and the fostering of “creactical skills” towards a global sustainable awareness. MEXTESOL Journal, 45(2).Durga, S. S., & Rao, C. S. (2018). Developing students' writing skills in the English process approach. Journal for Research Scholars and Professionals of English Language Teaching, 6(2), 1-5.Ellison, M. (2019). CLIL in the primary school context. In S. G. Copland (Ed.), The Routledge handbook of teaching English to young learners. Retrieved from https://lc.cx/uUeLKBENVIRONMENT. Primer Seminario de E-Learning en la Didáctica de los Idiomas Extranjeros. ENVIRONMENT. Primer Seminario de E-Learning en la Didáctica de los Idiomas Extranjeros. ENVIRONMENT. Primer Seminario de E-Learning en la Didáctica de los Idiomas Extranjeros.Ferrance, E. (2000). Action research. LAB, Northeast and Island Regional Education Laboratory at Brown University.Forehand, M. (2010). Bloom’s taxonomy. Emerging Perspectives on Learning, Teaching, and Technology, 41(4), 47-56.Graham, K. M., Sharon, M., & Zohreh, E. (2020). Using children’s literature to teach the 4Cs of CLIL: A systematic review of EFL studies. Latin American Journal of Content & Language Integrated Learning, 13(2), 163-189.Halimah, L., Subekti, E., Hidayah, Y., & Kartika, D. (2020). Improving Critical Thinking Ability through Social Studies Learning. International Journal of Multidisciplinary and Current Educational Research (IJMCER), 2(4), 132-144. Retrieved from https://lc.cx/qNEfr_Hanesova, D. (2014). Development of critical and creative thinking skills in CLIL. Journal of language and cultural education, 2(2), 33-51. Retrieved from https://lc.cx/ZL0vswHuertas, S. P., & Rojas, Y. J. M. (2014). OPTIMIZING EFL COMMUNICATIVE COMPETENCES THROUGH DIGITAL TOOLS IN A CLILIoannou-Georgiou, S., & Pavlou, P. (2011). Guidelines for CLIL implementation in primary and pre-primary education.Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner (3rd ed.). Deakin University Press.Kinoshita, H. (2022). Teaching of Critical Thinking Skills by Science Teachers in Japanese Primary Schools. Journal of Baltic Science Education, 21(5), 801-816. https://doi.org/https://doi.org/10.33225/jbse/22.21.801Lee, I., Jongwon, P., & Yoon, H.-G. (2022). Science teachers' theory-based teaching: Connecting a learning cycle model to a lesson plan. Journal of Baltic Science Education, 21(3), 462-480. https://doi.org/10.33225/jbse/22.21.462Llinares, A., & Dalton-Puffer, C. (2015). The role of different tasks in CLIL students' use of evaluative language. System, 54, 69-79.Loaiza Massuh, E. M. de L., Salazar Torres, P. M., Salazar Torres, M. A., Montece Ochoa, S. K., Veliz Blacio, J. J., & Acosta Mora, M. G. (2019). Content and language integrated learning (CLIL): An educational and communicative approach for Ecuatorians. Mawil Publicaciones de Ecuador.Marino, E., & Hansen, L. (2007). Strategies for teaching social studies to English-language learners at the elementary level. The Social Studies, 98(5), 180-184. https://doi.org/ Mehisto, P. (2012). Criteria for Producing CLIL Learning Material. Encuentro, 21, 15-33. https://doi.org/https://lc.cx/CTingSMerriam, S., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons. https://lc.cx/vl-t6aMinisterio de Educación Nacional. (2016). Colombiaaprende. Retrieved from https://lc.cx/siZ77CMoriarty, J. (2011). Qualitative methods overview. Methods Review. NIHR School for Social Care Research.Murphy, J. (2003). Task-based learning: The interaction between tasks and learners. ELT Journal, 57(4), 352-360.Nijhawan, S., Elsner, D., & Engartner, T. (2021). The Construction of Cosmopolitan Glocalities in Secondary Classrooms through Content and Language Integrated Learning (CLIL) in the Social Sciences. Global Education Review, 8 (2-3)((2-3)), 92-115. https://doi.org/https://lc.cx/FZBF_ZNitta, R., & Yamamoto, Y. (2020). Reconceptualizing CLIL from transformative pedagogy perspective: Pilot debate study in English language curriculum. Retrieved fromNunan, D. (2004). Task-based language teaching. Cambridge University Press. http://www.cambridge.orgOrtiz-Garcia, W. R., & Navarrete-Villarraga, Z. C. (2024). Revised Bloom’s Taxonomy to Analyze the Scope of CLIL Classes with Children. HOW, 31(1), 11-35. Özdemir, F. (2022). Opinions of social studies teachers on environmental education through social studies curriculum and textbooks. Participatory Educational Research, 9(5), 486-501. https://doi.org/10.17275/per.22.125.9.5Qasrawi, R., & BeniAbdelrahman, A. (2020). The higher and lower-order thinking skills (HOTS and LOTS) in Unlock English textbooks (1st and 2nd editions) based on Bloom's taxonomy: An analysis study. Semanticscholar. Retrieved June 24, 2024, from https://www.semanticscholar.org/paper/The-Higher-and-Lower-Order-Thinking-Skills-%28HOTS-in-Qasrawi-BeniAbdelrahman/e4646e1e0af52a56acdd76efb8c76cae702e738bÖztürk, G. (2021). Pre-service teachers' skills in analysing achievements in regard to the revised Bloom's taxonomy. International Journal of Progressive Education, 17(1), 277-293. https://doi.org/10.29329/ijpe.2020.329.18Pardede, P. (2019). Seeing action research process in a practice. Collegiate Forum, 282-295. https://doi.org/10.33225/jbse/22.21.462Pavon Vazquez, V., Prieto Molina, M., & Ávila López, J. (2015). Perceptions of teachers and students of the promotion of interaction through task-based activities in CLIL. Piacentini, V., Rui, M., & Simões, A. (2022). Can "Integrated Learning" with English support science education? A case study in Portugal. EURASIA Journal of Mathematics, Science and Technology Education, 18(6).Qasrawi, R., & BeniAbdelrahman, A. (2020). The Higher and Lower-Order Thinking Skills (HOTS and LOTS) in Unlock English Textbooks (1st and 2nd Editions) Based on Bloom's Taxonomy: An Analysis Study. 7(3), 744-758. Retrieved from https://lc.cx/VgBXBIRani, D., & Inamdar, N. (2022). . Content and Language Integrated Learning in Castilla-La Mancha, Spain: Exploring Pedagogical Practices and Experiences through Classroom Observations. Issues and Ideas in Education, 10(1), 39-47.Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (2014). Qualitative research practice: A guide for social science students and researchers. SAGE Publications Ltd. https://books.google.comRodriguez Bonces, M. (2011). CLILL: Colombia leading into content language learning. ÍKALA, Revista de lenguaje y cultura, 16(28), 79-89.Rodriguez, J. (2012). Content and language integrated learning (CLIL): Considerations. Gist Education and Learning Research Journal, 6, 177-189.Rodríguez-Gallego, M. (2014). Lesson planning in primary and secondary education. ResearchGate.Senturk, M., & Ozge, S. (2023). The social studies and science pre-service teachers' experiences of creative comics for environmental education. International Journal of Research in Education and Science, 9(1), 109-123.Tardieu, C., & Dolitsky, M. (2012). Integrating the task-based approach to CLIL teaching. In Teaching and learning English through bilingual education (pp. 3-35).Taylor, S. (2013). What is discourse analysis? Bloomsbury Academic. Torres-Rincón, J. C., & Cuesta-Medina, L. M. (2019). Situated practice in CLIL: Voices from Colombian teachers. GiST Education and Learning Research Journal, 18, 109-141. Situated practice in CLIL: Voices from Colombian teachers. GiST Education and Learning Research Journal, 18, 109-141.Ürey, M., Çolak, K., Bozdemir, Y., & Kaymakci, S. (2020). Comparison of prospective science and social studies teachers' knowledge levels of and misconceptions about atmospheric environmental problems. International Electronic Journal of Environmental Education, 10(2), 216-236. https://doi.org/10.29333/ejmste/12069Vonkova, H., & Moore, A. (2021). Motivation of Students for English as a Medium of Instruction (EMI) and Content and Language Integrated Learning (CLIL): Current Research Foci in Different Countries. Bulgarian Comparative Education Society, 19(3), 91-97. Retrieved from https://lc.cx/mAZnroYaguara, J., Villalobos, N., & Otálora, J. (2021). Exploring the implementation of CLIL in an EFL virtual learning environment. Latin American Journal of Content & Language Integrated Learning, 14(2), 187-214.Yavuz, A., Öztüfekçi, A., Ören, A. D., Kaplan, A., & Uzunkaya, Ç. Y. (2020). Teachers' Perceptions and Needs of CLIL: A Collective Case Study from Turkey. Shanlax International Journal of Education, 9(1), 92-103Aprendizaje integrado de contenido y lengua (CLIL)Ciencias socialesTaxonomía de bloomEnfoque de aprendizaje basado en tareasContent and language integrated learning (CLIL)Social sciencesBloom's taxonomyTask based learning approachPublicationORIGINALDiazMezaMariaAuxiliadora.pdfDiazMezaMariaAuxiliadora.pdfapplication/pdf1673902https://repositorio.unicordoba.edu.co/bitstreams/2a78125d-f239-436b-8026-c71bbb62184b/download5e6ac2926eec5410698ce759a0b8c6efMD55Formato de autorización.pdfFormato de autorización.pdfapplication/pdf424246https://repositorio.unicordoba.edu.co/bitstreams/879952a1-280e-4782-a691-60f17a074706/download08af0b6696ece1909dc11763c5f3d85aMD56LICENSElicense.txtlicense.txttext/plain; charset=utf-815543https://repositorio.unicordoba.edu.co/bitstreams/3e72b64f-8e6b-4e0b-ae72-62cd90678ae2/download73a5432e0b76442b22b026844140d683MD53TEXTDiazMezaMariaAuxiliadora.pdf.txtDiazMezaMariaAuxiliadora.pdf.txtExtracted texttext/plain100371https://repositorio.unicordoba.edu.co/bitstreams/64a451d7-8dbe-4342-87c8-649e997c1945/download77fffa4eb69a4f674c3920d77e31eef8MD57Formato de autorización.pdf.txtFormato de autorización.pdf.txtExtracted texttext/plain5845https://repositorio.unicordoba.edu.co/bitstreams/b9a541b3-ce29-47b7-be17-78400b9d4826/downloadb6d2bde70ee5964cc600dacff586882fMD59THUMBNAILDiazMezaMariaAuxiliadora.pdf.jpgDiazMezaMariaAuxiliadora.pdf.jpgGenerated Thumbnailimage/jpeg8840https://repositorio.unicordoba.edu.co/bitstreams/f95cc36b-9c89-4f5c-a162-00320644bb11/downloadb8cd0ea160b5dc9feceb631d42327f44MD58Formato de autorización.pdf.jpgFormato de autorización.pdf.jpgGenerated Thumbnailimage/jpeg15131https://repositorio.unicordoba.edu.co/bitstreams/0ce42069-ba4f-4cad-90b0-44737f251213/downloada9f8228e0723781594acd31c0faf8dd4MD510ucordoba/8657oai:repositorio.unicordoba.edu.co:ucordoba/86572024-09-05 11:12:25.431https://creativecommons.org/licenses/by-nc-nd/4.0/Copyright Universidad de Córdoba, 2024embargohttps://repositorio.unicordoba.edu.coRepositorio Universidad de Córdobabdigital@metabiblioteca.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

Publicaciones similares