The Effectiveness of the Content and Language Integration Learning (CLIL) in Developing Scientific Communication in Chemistry among Secondary School Students فاعلية مدخل التكامل بين المحتوي واللغة (CLIL) في تنمية التواصل العلمي في الكيمياء لدي طلاب المرحلة الثانوية

نوع المستند : المقالة الأصلية

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Kafr ElSheikh University

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The current research aims to develop scientific communication in chemistry among secondary school students using the content and language integration approach (CLIL). The research sample consisted of (60) male and female students from the second secondary grade at Ali Abdel Shakoor Official Language School - East Kafr El-Sheikh Education Administration - Kafr El-Sheikh Governorate. They were divided into two groups: the first experimental group with (30) male and female students and the other control group with (30) male and female students. The research used the experimental method with a quasi-experimental design based on the pre- and post-administration of the scientific communication scale on students in the two groups (experimental and control). The research results showed a statistically significant difference at a significance level of (0.01) between the mean scores of students in the two groups in the scientific communication scale for each dimension separately in favor of the experimental group. There was also a statistically significant difference at a significance level of (0.01) between the mean scores of students in the two groups in the scientific communication scale as a whole in favor of the experimental group. The research recommended the necessity of training chemistry teachers in language schools on how to plan, implement and evaluate lessons according to the content and language integration learning (CLIL).

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