How do Teachers Perceive their Biology Lessons with the Application of CLIL?
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https://doi.org/10.54937/ssf.2024.23.5.67-86
Autori: Zuzana Marcineková Lenka Pavlasová 
In: Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok
ISSN: 1336-2232
Ročník: XXIII.
Číslo: 5
Strany: 67-86
Rok vydania: 2024
Vydavateľ: VERBUM – vydavateľstvo Katolíckej univerzity v Ružomberku
Abstract: 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.
Keywords: Biology teaching. CLIL. Biology teacher.
Citácia:
MARCINEKOVÁ, Zuzana a PAVLASOVÁ, Lenka, 2024. How do Teachers Perceive their Biology Lessons with the Application of CLIL? In: Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok. Online. Ružomberok: VERBUM – vydavateľstvo Katolíckej univerzity v Ružomberku, vol. XXIII., no. 5, pp. 67-86. ISSN 1336-2232. Available from: https://doi.org/10.54937/ssf.2024.23.5.67-86