How do teachers perceive their biology lessons with the application of CLIL?
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10485449" target="_blank" >RIV/00216208:11410/24:10485449 - isvavai.cz</a>
Výsledek na webu
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=5U9c4kW46X" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=5U9c4kW46X</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.54937/ssf.2024.23.5.67-86" target="_blank" >10.54937/ssf.2024.23.5.67-86</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
How do teachers perceive their biology lessons with the application of CLIL?
Popis výsledku v původním jazyce
This paper focuses on biology teachers' opinions about CLIL in the Czech Republic. The main aim of the study was to determine how teachers perceive their biology lessons with the application of CLIL at upper secondary schools (ISCED 3). The research of the paper consists of an analysis of the results of the online questionnaire. Within our research, we identified the reasons which lead biology teachers to the application of CLIL as well as their opinions about how CLIL is accepted by the students. At the same time, we focused on the advantages and disadvantages of CLIL in biology lessons. According to Czech biology teachers, the attitude of students towards CLIL is positive. The biggest advantage of CLIL is that biology lessons are more interesting, diverse, and interactive. Our research has also revealed that Czech teachers perceive biology lessons in CLIL to be time-consuming to prepare.
Název v anglickém jazyce
How do teachers perceive their biology lessons with the application of CLIL?
Popis výsledku anglicky
This paper focuses on biology teachers' opinions about CLIL in the Czech Republic. The main aim of the study was to determine how teachers perceive their biology lessons with the application of CLIL at upper secondary schools (ISCED 3). The research of the paper consists of an analysis of the results of the online questionnaire. Within our research, we identified the reasons which lead biology teachers to the application of CLIL as well as their opinions about how CLIL is accepted by the students. At the same time, we focused on the advantages and disadvantages of CLIL in biology lessons. According to Czech biology teachers, the attitude of students towards CLIL is positive. The biggest advantage of CLIL is that biology lessons are more interesting, diverse, and interactive. Our research has also revealed that Czech teachers perceive biology lessons in CLIL to be time-consuming to prepare.
Klasifikace
Druh
J<sub>ost</sub> - Ostatní články v recenzovaných periodicích
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2024
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Studia Scientifica Facultatis Paedagogicae, Universitas Catholica Ružomberok
ISSN
1336-2232
e-ISSN
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Svazek periodika
23
Číslo periodika v rámci svazku
5
Stát vydavatele periodika
SK - Slovenská republika
Počet stran výsledku
22
Strana od-do
67-86
Kód UT WoS článku
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EID výsledku v databázi Scopus
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