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THE EFFECT OF THE METHODS APPLIED IN INTEGRATED BIOLOGY
LESSONS
Yessentureyeva G.D.1, Aidarbekova A.S.2, Arimkulova G.A.3
1Yessentureyeva Gulmira Dzhumanovna - Candidate of Agricultural sciences, senior lecturer; 2Aidarbekova Aizhan Saribaevna - master of Biology, senior lecturer; 3Arimkulova Gulmira Askhatovna - master of pedagogical sciences, lecturer, BIOLOGY DEPARTMENT, SOUTH KAZAKHSTAN STATE PEDAGOGICAL UNIVERSITY REPUBLIC OF KAZAKHSTAN, SHYMKENT, REPUBLIC OF KAZAKHSTAN
Abstract: the article presents the results of biology classes conducting in the CLIL format. Descriptions of teaching methods, tasks with specific instructions on how to perform them are given. The results of the survey showing the effectiveness of these methods are presented.
Keywords: CLIL format, integrated learning, language skills, knowledge, skills, critical thinking
ЭФФЕКТИВНОСТЬ МЕТОДОВ, ИСПОЛЬЗУЕМЫХ НА ИНТЕГРИРОВАННЫХ
УРОКАХ БИОЛОГИИ Есентуреева Г.Д.1, Айдарбекова А.С.2, Аримкулова Г.А.3
1Есентуреева Гульмира Джумановна - кандидат сельско - хозяйственных наук, старший
преподаватель;
Айдарбекова Айжан Сарыбаевна - магистр биологии, старший преподаватель; Аримкулова Гульмира Асхатовна - магистр педагогических наук, преподаватель,
кафедра биологии, Южно-Казахстанский государственный педагогический университет, г. Шымкент Республика Казахстан,
Аннотация: в статье представлены результаты проведения занятий по биологии в формате CLIL. Даны описания методов обучения, задания с конкретными указаниями о способах их выполнения. Приведены результаты анкетирования, показывающие эффективность данных методов. Ключевые слова: формат CLIL, интегрированное обучение, языковые навыки, знания, умения, критическое мышление.
Currently, an active program of modernization of the education system is being implemented in Kazakhstan. The main goal of the program is to introduce a trilingual education system in secondary schools. The program covers three languages of instruction - Kazakh, Russian and English.
In October 2006, at the XII Assembly of the People of the Republic of Kazakhstan, the first President of the Republic of Kazakhstan N.A. Nazarbayev officially invited the people of Kazakhstan to study Kazakh, Russian and English for the first time (Nazarbayev, 2006) [1, p. 61].
Within the framework of the plan "100 concrete steps" of the first President of the Republic of Kazakhstan, Nursultan Nazarbayev, the education system of the Republic of Kazakhstan is gradually moving to English-language education at the secondary school level. The gradual transition to teaching in English in natural and mathematical disciplines, such as physics, chemistry, biology and computer science, is indicated in the "Roadmap for the development of trilingual education for 2015-2020" from 2015 [1, p.61].
The active use of modern CLIL methods in trilingual education is one of the foundations for updating the content of secondary education for teachers of natural sciences and mathematics in secondary schools. Such a program is the "Roadmap for the development of trilingual education" for the period 2015-2020. One of the main directions of implementation of this program is integrated education in the field of natural sciences. Thanks to integrated education in the field of natural sciences and English, within the framework of the national project "trilingualism" it is necessary to increase the interest of students in learning, develop scientific speech skills, use biological terminology both in English and in their native language, as well as improve their knowledge of English. As a result, this method allows you to simultaneously teach two disciplines and at the same time create the necessary conditions for the development of language communication skills and thinking in your native language. At the same time, attention should be paid to both linguistic and non-linguistic issues. However, the methods used in the integrated teaching of English and other subjects, in our case biology, are focused on the level of students' assimilation of the subject and thinking skills.
In this work, we used the Google Forms application to conduct a survey, tasks "picture to sentence and sentence to sentence", "biological dictation", "glossary", identify keywords and create definitions on a given topic, comparison tasks, tasks based on spelling and reading skills, etc. The research work in the CLIL format using the above methods was carried out in grades 7-8 of the IT School No. 7 named after K.Spataev in
Shymkent, where biology is taught in English. The results showed the effectiveness of educational activities in the CLIL format and increased interest of students in biology lessons.
Analysis and results
CLIL (Content and Language Integrated Learning or Subject-Language Integrated Learning) is a methodology that considers how to teach a subject in a foreign language and how to improve it in the process of teaching and learning [2, pp.5-8]. In our case, we are talking about teaching biology in English. It is not easy to organize an authentic study of the subject in English. However, the inclusion of elements of CLIL technology in the educational process is a successful example of this.
The CLIL technology can be divided into two stages
1. Soft CLIL - translated from English means "soft". This means using simple elements in lessons, especially terms and short phrases.
2. Hard CLIL - translated from English means "hard". This is a complex type that requires adequate knowledge of grammar and practical use of the language. The study of various topics allows students to study specific language structures and terminology, which can increase their vocabulary and stimulate further study and application of new knowledge and skills [3, pp.5-10].
When conducting a biology lesson using the CLIL methodology, students begin with a soft CLIL period and gradually move on to a hard CLIL period. During this period, the tasks that are given to students become more complex [4, pp.148-150]. For example, if students study the first topic in biology during the period of soft CLIL, they are given tasks such as filling in gaps, selecting words with their definitions, labeling pictures with words, highlighting a single one. Students can also complete the following tasks
Types of student activities in the classroom during the soft CLIL period:
1. Familiarity with new terms related to the subject
2. Definition of keywords.
3. Answer questions related to a given topic.
4. Select the names of the structures depicted in the pictures.
Types of activities that students can perform in the classroom during a difficult CLIL period:
1. Answers to questions on the topic in English.
2. Explanation of biological processes using pictures and videos.
3. Observation of experiments and practical exercises in English.
4. Use additional resources to master the topic.
Based on the results of the work performed by the students during the CLIL training period, a questionnaire was conducted. The questionnaire was designed to identify which activities were more effective in integrated lessons in the learning process. The results obtained are shown in Figure 2. 116 Kazakhstan primary school students took part in the survey; students from 8th to 11th grade participated in the survey. The students had to choose the most effective activities carried out while studying biology in English. The survey was conducted using the Google Forms platform. When using Soft CLIL technology, there were 62 students in grades 8-9; when using Hard CLIL technology, 54 students of grades 10-11 studied biology in English.
Get acquainted with the new terms on the topic
Define keywords
Answer questions on the topic covered
Compare the names of structures in the pictures
0
10
20
30
40
Diagram 1. Effective activities in biology lessons in Soft CLIL.
According to Figure 1, the most effective ways to teach biology in English are to compare the names of structures in pictures and give definitions of keywords.
According to Figure 2, the most effective ways to study biology in English are to draw up instructions in English for conducting experiments and practical exercises and explaining biological processes using photographs and videos. During the formation of students' skills, attention was paid to prioritization. Teachers rely on the experience, knowledge, skills, opinions and interests of students. When planning and conducting lessons, students' learning styles are taken into account. The emphasis is on the development of creative and critical thinking. Students' interest in natural science subjects is stimulated and developed. Linguists and teachers of other disciplines working in this format should pay attention to the performance of tasks by students aimed at understanding new vocabulary and studying the subject together with the language [5, pp. 48, 63, 92, 97].
Ask and answer questions on the topic in English
Explanation of biological processes using pictures and.
Conducting instruction in English on laboratory and practical work
Using additional resources to master the topic
10 15 20 25 30 35
Diagram 2. Effective activities in biology lessons in Hard CLIL.
Let's look at the stages of the CLIL lesson:
1. Activation of previous experience and previous knowledge. To find out the level of knowledge on this topic, a short quiz or an oral question can be asked. As a starting task, it should be interesting, fast and exciting for students. For example, in the 8th grade, students may be asked to work with pictures to recall their initial knowledge on the topic "Functions of blood cells".
Fig. 1. Functions of blood cells.
0
5
After studying the picture in Figure 1, using the method "from a picture - a sentence, from a sentence - a text", students name blood cells in English, and then describe their functions [5, pp. 48, 63, 92, 97].
Load
Fig. 2. Experience related to biomechanics of movement.
To remind them of what they have already studied in the topic "Biomechanics of movement", they can conduct small experiments with an eraser and a ruler, as shown in Figure 2 [5, pp. 48, 63, 92, 97].
2. Vocabulary expansion to understand the meaning of words in the text, students can complete tasks with new words or work on defining new words. Tasks for filling in gaps in sentences, marking diagrams and comparing definitions can also be offered to expand the vocabulary. Students need to have sufficient vocabulary to understand the basic material in English. For this reason, key terms are translated into their native language, and students usually learn the basic terms in both languages.
The following are the types of tasks designed to expand the academic vocabulary of students in English when studying biology.
Table. 1. Method «Matching».
Terminology of blood cells
erytrocytes эритроциты
leukocytes лейкоциты
platelets тромбоциты
to bleed кровоточить
blood clotting свертывание крови
Iron железо
mature зрелый
Pathogen патогенный
Hemoglobin гемоглобин
Key terms of blood cells:
Erythrocytes - are red blood cells, which carry oxygen. Leukocytes - are white blood cells, which protect the organism. Platelets - are blood cells, which stop bleeding.
In the 1st task, students work with a table on the topic "Blood cells", where they compare new words with their translation [5, pp. 48, 63, 92, 97]. In the process of completing this task using the "Matching" method, students will get acquainted with new terms using the Soft CLIL system.
Table.2. Research time
1. Most fungi and bacteria are not either producers or consumers; they are decomposers. What is their role in energy pyramid? Draw the energy pyramid with decomposers. (Energy flow)
2. Oxygen is the essential chemical of life. It is used to produce energy from organic substances. Draw oxygen cycle involving the living things. Which organisms are included in the oxygen cycle? (Carbon and nitrogen cycles) [6, o. 10, 15, 32, 35, 41, 122]._
As a homework assignment in English, time is given for research and small studies. Students can use dictionaries and other additional resources to complete the task. Task 2 can be performed by students as an independent task, which contributes to the development of functional literacy.
3.Lesson Content The content can be obtained using various methods. Examples include listening to audio recordings, reading texts, watching videos or presentations illustrating the content. Brainstorming questions or STQ (stimulating questions) are given in order to stimulate students' interest in the topic (task 3). When considering a new topic, involving students in the learning process and asking questions in English can be very effective. Students can answer questions in their native language until they understand them.
Table.3. Stimulating questions.
1.What makes cell alive? (The question is related to the topic "Cell structure").
2. What is the real size of our body cells? (The question is related to the topic "Linear calculation of cell magnification").
3. How scientists do not confuse organism names in different languages? (The question is related to the topic "Binomial nomenclature").
4. How does our organism use the energy of the Sun? (The question is related to the topic "Energy flow") [6, c. 10, 15, 32, 35, 41, 122]._
Table. 4. True and false sentences.
(Breathing section)
Description of True and False answers.
1. In plants' DNA is also found in chloroplasts. (T)
2. Outer membrane has a large number of special lipids. (F) (proteins)
3. The inner membrane of mitochondria is more complex in structure. (T)
4. Functions of mitochondria depend on the cell type in which they are present. (T)
5. The most important function of the mitochondria is to produce oxygen. (F) (ATP)
6. The liver cells mitochondria have enzymes that detoxify alcohol. (F)(ammonia)
7. The mitochondria also play important role in the process of programmed cell grow. (F) (death)
8. Mitochondria can affect the function of organ. (T)
9. Mitochondrial DNA or m-DNA is the DNA in the mitochondria. (T)
10. DNA which present in the eukaryotic cells is in the cytoplasm. (F)(Chloroplasts)
Descriptor: reading a text and adding information about a new topic to assess the accuracy and reliability of the information given.
Assessment criteria: to establish the relationship between mitochondrial structure and cellular respiratory processes._
Task 4 describes the stages of the cellular respiration process in the respiratory department. In the process of describing the stages, determining whether the given processes are false or true, students develop critical thinking skills [7, pp. 7-8, 36].
4. Application of new knowledge. At this stage of the lesson, the methods of discussing a new topic, answering open questions, solving complex problems in a simple way using the content of the topic and language are considered.
Task 5 implements a new stage in the use of knowledge using soft CLIL, in which students determine the names of the components of the cellular structure from a photograph, pronounce them aloud and improve their language skills through a combination of writing and pronunciation.
As the results of the study show (Figure 1), the use of such tasks in the learning process is more effective.
Table. 5. Identifying the cell structure components.
(Chapter of cell biology)
The picture shows the structure of cells. Identify the main components of cells and four organelles of the cell on the picture._
Write down three components of the cell 1.............................................
2.............................................
3.............................................
Write down four organelles of the cell 1.......................
2......................
3......................
4......................
6. Error correction and evaluation using content and language.
This stage provides opportunities for discussion and correction of errors, which allows students to achieve the accuracy of the task.
Table. 6. Match key words with their definitions.
(Chapter of regularities of heredity and variability)
amino acids chromosomes co-dominance cross-pollination dominant allele DNA (deoxyribonucleic acid ) F1 generation genes alleles
Definitions Keywords
An alternative form or variant of a gene. Alleles of a trait occupy the same locus or position on a homologous chromosome and therefore govern the same trait. However, alleles are different and their effects can result in the expression of different traits.
Small molecules that are the building blocks of proteins. There are 20 different amino acids in living organisms. Proteins are made up of chains of various combinations of amino acids. Amino acids are mainly composed of carbon, oxygen, hydrogen and nitrogen.
Thread-like, gene-carrying bodies found in the nucleus of a cell. Chromosomes are mainly composed of DNA and proteins. Chromosomes can only be seen enlarged at certain stages of cell division. There are 46 chromosomes in human somatic cells and 23 in sex cells.
The situation in which two different alleles for a trait are expressed unblended in the phenotype of heterozygous individuals. Neither allele is dominant or recessive, so that both appear in the phenotype or influence it. Type AB blood is an example. Such traits are said to be co-dominant.
A situation in which two different alleles for a trait are confusingly expressed in a heterozygous phenotype. Both alleles are neither dominant nor recessive and therefore reveal or influence the phenotype. AB blood is an example of this. Such traits are said to be co-dominant.
The mating of two genetically different plants of the same species. Usually, the term is used in reference to the crossing of two pure breeding (homozygous) plants.
An allele that masks the presence of a recessive allele in the phenotype. Dominant alleles for a trait are usually expressed if an individual is homozygous dominant or heterozygous.
A large organic molecule that stores the genetic code for protein synthesis. DNA consists of sugar, phosphates and bass arranged in a double helix molecular structure. Fragments of DNA on chromosomes correspond to specific genes.
The first offspring (or filial) generation. The next and subsequent generations are referred to as f2, f3, etc.
A unit of inheritance that usually occurs at a specific location on a chromosome (locus). Physically, a gene is a sequence of DNA bases that determines the order of amino acids in an entire protein or, in some cases, parts of a protein. A gene can consist of hundreds of thousands of DNA bases. Genes are responsible for genetic traits in plants and animals.
Description Match keywords with their definitions. Evaluation criteria: to determine the cytological basis of monohybrid and dihybrid crosses [6, c. 10, 15, 32, 35, 41, 122].
In task 6, it is required to correlate information about the cytological basis of monohybrid crosses in the table with keywords. This task includes a short text with explanations and analysis. This helps students develop the skills of correct pronunciation in the academic language. At this stage of the lesson, the task becomes more complicated [7, pp. 7-8, 36]. Since there are two levels of learning in integrated academic and language learning, CLIL is a content-based approach that uses an additional language to study and teach both content and language [8, pp.100-103].
Conclusion
As a result of using the CLIL method in the educational process, a survey of students was conducted and the most effective types of activities in integrated lessons were identified.Thus, the method creates conditions for the development of communicative skills and competence of students in their native language, and it also reduces the possibility of teaching two disciplines at the same time-English and Biology. The methods used in the integrated teaching of English and Biology are aimed at such a level that students master the subject and develop their own thinking skills.This means that teachers need to look for and actively use blended learning, which combines traditional systems with systematic results in the style of CLIL.There are a lot of online learning platforms playing here.
References / Список литературы
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