"Creating a Comic Strip Is Very Creative and Thanks to It We Learn and Remember"--Student Perceptions of a Biology Challenge in a Gamified Extracurricular CLIL Project

Autor/inn/en	Pitura, Joanna; Chmielarz, Dagmara
Titel	"Creating a Comic Strip Is Very Creative and Thanks to It We Learn and Remember"--Student Perceptions of a Biology Challenge in a Gamified Extracurricular CLIL Project
Quelle	In: Teaching English with Technology, 17 (2017) 3, S.77-95 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1642-1027
Schlagwörter	Cartoons; Biology; Science Instruction; Language of Instruction; Teaching Methods; Secondary School Students; Extracurricular Activities; Second Language Learning; Foreign Countries; English (Second Language); Second Language Instruction; Learning Experience; Computer Games; Student Projects; Active Learning; Questionnaires; Task Analysis; Difficulty Level; Student Attitudes; Poland + Suchen Sie Ihr Suchwort? Zeichentrickfilm; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Außerunterrichtliche Aktivität; Zweitsprachenerwerb; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lernerfahrung; Computer game; Computerspiel; Computerspiele; Schulprojekt; Aktives Lernen; Fragebogen; Aufgabenanalyse; Schwierigkeitsgrad; Schülerverhalten; Polen
Abstract	Upper-secondary school students must prepare for adult life, which--among others--entails acquiring relevant skills and discovering their own potential. Efforts at European and national levels have been made to ensure that students gain the competences, the so-called key competences, which facilitate functioning in the modern world. However, in Polish upper-secondary schools their overall development may be problematic as schoolwork is heavily exam-oriented. In order to address this challenge, a study was undertaken, the aim of which was to investigate the usefulness and feasibility of applying gamification to an extracurricular CLIL project intended to develop key competences in an upper-secondary school. The paper reports on one part of this study, i.e. on how a biology challenge (two tasks) was designed, implemented and evaluated. The results show educational and emotional gains, suggesting the motivational effect of gamification in learning. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01