A Flipped Experience in Physics Education Using CLIL Methodology

Abstract

Physics' curricula of Italian Scientific High Schools in the last years have been enhanced by the introduction of Quantum Mechanics and Content and Language Integrated Learning (CLIL). Education monitoring reveals that last year's students are experiencing many issues in learning in their second language (L2) and advanced and counter-intuitive contents. Our experiment is aimed at understanding and then overcoming those problems using educational methodologies based on social aspects. Thanks to the Internet, a communicative style can be exploited where teachers could keep teaching, playing the role of semiotic mediators. Multimedia and simulations broadly available in MOOCS suggested a flipped classroom approach coping with the project of CLIL lessons. In our experience two classrooms of students were selected, starting from very similar performances and skills. The first one was taught with traditional lectures and tests; the second one, instead, attended to experimental lessons. Students could share their ideas and learning supports through a Facebook group, a blog, virtual classrooms and a website. Nevertheless, at the end of the experience an eTwinning exchange was planned, to spread the experiment towards foreign schools. The outcomes of the tests performed on the students were analysed and unexpected results were drawn. An extension to larger numbers of students, the introduction of different methodologies and the research about different topics in Physics could potentially develop this research.

Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic

“…The findings on the significance of peer-collaboration agree with the previous CLIL teacher research (Breidbach & Medina-Suárez, 2014;Capone et al, 2017;Hüttner et al, 2013;Massler, 2012) and importance of professional development education for teacher development (Goris, 2009).…”

Inverted classroom improves pre-university studens understanding on basic topic of Physics: The preliminary study

“…The results are also in good agreement with other previous studies such as Cagande and Jugar (2018) in which they show that inverted classroom had a positive impact on students' understanding of kinematics graphs. Capone et al (2017) also reported the similar findings where they implemented inverted classroom in difficult topics of physics, i.e. quantum mechanics and results with students gain benefit through this approach.…”

“…Motivation among physics students will increase their preparation for class, support their reading skills and increase their emphasis on conceptual understanding instead of worrying the mathematical aspect of physics. Capone, Sorbo and Fiore (2017) also agreed that the use of an inverted classroom under challenging topics such as quantum mechanics is beneficial to students. By that, in this study, we used a mixed-method comparative study of two pre-university level physics classrooms: one of them inverted and the other is controlled by traditional lecture-homework classroom.…”

Comparing the Effectiveness of Flipped Classroom and Online Learning on Improving Critical Thinking Skills in High School Physics Learning

“…In this study, it related to the use of technology in learning as both media or management system. Learning with a flipped classroom strategy has been widely researched and applied to improve critical thinking skills; as well as online learning [7], [8], [10].…”