Building scientific knowledge in English: integrating content, cognition and communication in secondary school CLIL biology

Background: The focus of this paper is on Dalton-Puffer’s construct of the Cognitive Discourse Function (CDF) (2013), which offers CLIL teachers a practical framework through which they can more easily understand the complex idea of integrating the content, cognition, and language required for their...

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Autor: Gerns, P. (Pilar)|||/items/167b6d4e-fd1e-4258-b6ef-a490143a5b38
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad de Navarra
Repositorio:Dadun. Depósito Académico Digital de la Universidad de Navarra
Idioma:inglés
OAI Identifier:oai:dadun.unav.edu:10171/67843
Acceso en línea:https://hdl.handle.net/10171/67843
Access Level:acceso abierto
Palabra clave:Content and Language Integrated Learning (CLIL)
Cognitive Discourse Function (CDF)
Secondary school science education
Knowledge construction
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oai_identifier_str oai:dadun.unav.edu:10171/67843
network_acronym_str ES
network_name_str España
repository_id_str
spelling Building scientific knowledge in English: integrating content, cognition and communication in secondary school CLIL biologyGerns, P. (Pilar)|||/items/167b6d4e-fd1e-4258-b6ef-a490143a5b38Content and Language Integrated Learning (CLIL)Cognitive Discourse Function (CDF)Secondary school science educationKnowledge constructionBackground: The focus of this paper is on Dalton-Puffer’s construct of the Cognitive Discourse Function (CDF) (2013), which offers CLIL teachers a practical framework through which they can more easily understand the complex idea of integrating the content, cognition, and language required for their subject. These functions have mainly been addressed from classroom observations or task prompts, and little is known about their teachability and effectiveness on students’ content knowledge. Purpose: This paper explores whether the CDF of ‘comparing’ (a subcategory of ‘classify’) can be taught to Spanish seventh-grade CLIL biology students (N = 37) and examines the effect of teaching it explicitly on their written performance. Method: An operational framework was developed to define this CDF and an exploratory study was performed in which students were asked to hand in written comparisons. Quantitative and qualitative pre-and post-tests were applied. Results: Significant results were obtained for the experimental groups, which improved in both content and language learning, scoring higher on inclusion of content points, justification of their scientific claims, concept formation and use of lexico-grammatical forms. Conclusion: These findings add to our understanding of the importance of integrating cognition and language in teaching and learning natural sciences, within which CDFs can be a useful starting point.National Research University Higher School of EconomicsDadun. Depósito Académico Digital Universidad de Navarra20232023-11-1320232023-01-0120232023-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10171/67843reponame:Dadun. Depósito Académico Digital de la Universidad de Navarrainstname:Universidad de NavarraInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:dadun.unav.edu:10171/678432026-06-21T12:47:57Z
dc.title.none.fl_str_mv Building scientific knowledge in English: integrating content, cognition and communication in secondary school CLIL biology
title Building scientific knowledge in English: integrating content, cognition and communication in secondary school CLIL biology
spellingShingle Building scientific knowledge in English: integrating content, cognition and communication in secondary school CLIL biology
Gerns, P. (Pilar)|||/items/167b6d4e-fd1e-4258-b6ef-a490143a5b38
Content and Language Integrated Learning (CLIL)
Cognitive Discourse Function (CDF)
Secondary school science education
Knowledge construction
title_short Building scientific knowledge in English: integrating content, cognition and communication in secondary school CLIL biology
title_full Building scientific knowledge in English: integrating content, cognition and communication in secondary school CLIL biology
title_fullStr Building scientific knowledge in English: integrating content, cognition and communication in secondary school CLIL biology
title_full_unstemmed Building scientific knowledge in English: integrating content, cognition and communication in secondary school CLIL biology
title_sort Building scientific knowledge in English: integrating content, cognition and communication in secondary school CLIL biology
dc.creator.none.fl_str_mv Gerns, P. (Pilar)|||/items/167b6d4e-fd1e-4258-b6ef-a490143a5b38
author Gerns, P. (Pilar)|||/items/167b6d4e-fd1e-4258-b6ef-a490143a5b38
author_facet Gerns, P. (Pilar)|||/items/167b6d4e-fd1e-4258-b6ef-a490143a5b38
author_role author
dc.contributor.none.fl_str_mv Dadun. Depósito Académico Digital Universidad de Navarra
dc.subject.none.fl_str_mv Content and Language Integrated Learning (CLIL)
Cognitive Discourse Function (CDF)
Secondary school science education
Knowledge construction
topic Content and Language Integrated Learning (CLIL)
Cognitive Discourse Function (CDF)
Secondary school science education
Knowledge construction
description Background: The focus of this paper is on Dalton-Puffer’s construct of the Cognitive Discourse Function (CDF) (2013), which offers CLIL teachers a practical framework through which they can more easily understand the complex idea of integrating the content, cognition, and language required for their subject. These functions have mainly been addressed from classroom observations or task prompts, and little is known about their teachability and effectiveness on students’ content knowledge. Purpose: This paper explores whether the CDF of ‘comparing’ (a subcategory of ‘classify’) can be taught to Spanish seventh-grade CLIL biology students (N = 37) and examines the effect of teaching it explicitly on their written performance. Method: An operational framework was developed to define this CDF and an exploratory study was performed in which students were asked to hand in written comparisons. Quantitative and qualitative pre-and post-tests were applied. Results: Significant results were obtained for the experimental groups, which improved in both content and language learning, scoring higher on inclusion of content points, justification of their scientific claims, concept formation and use of lexico-grammatical forms. Conclusion: These findings add to our understanding of the importance of integrating cognition and language in teaching and learning natural sciences, within which CDFs can be a useful starting point.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-11-13
2023
2023-01-01
2023
2023-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10171/67843
url https://hdl.handle.net/10171/67843
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv National Research University Higher School of Economics
publisher.none.fl_str_mv National Research University Higher School of Economics
dc.source.none.fl_str_mv reponame:Dadun. Depósito Académico Digital de la Universidad de Navarra
instname:Universidad de Navarra
instname_str Universidad de Navarra
reponame_str Dadun. Depósito Académico Digital de la Universidad de Navarra
collection Dadun. Depósito Académico Digital de la Universidad de Navarra
repository.name.fl_str_mv
repository.mail.fl_str_mv
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