Integration of CLIL with science through the implementation of a project focused on the butterfly cycle.

dc.contributor.advisorYepes Landinez , Yury Andrea
dc.contributor.authorHernández Gil , Valentina
dc.contributor.authorCaro Ballestas , Laura Juliana
dc.contributor.authorSalamanca Barrera , Liseth Andrea
dc.contributor.corporatenameUniversidad Santo Tomás
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001463208
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002362808
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002271991
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001497425
dc.contributor.googlescholarhttps://scholar.google.com/citations?user=szUZfYMAAAAJ&hl=es&oi=ao
dc.contributor.googlescholarhttps://scholar.google.com/citations?user=YoGPIQcAAAAJ&hl=es&oi=ao
dc.contributor.orcidhttps://orcid.org/0000-0002-4022-2383
dc.contributor.orcidhttps://orcid.org/0009-0008-5716-159X
dc.contributor.orcidhttps://orcid.org/0009-0005-9293-5798
dc.date.accessioned2025-12-09T20:49:49Z
dc.date.available2025-12-09T20:49:49Z
dc.date.issued2025-12-09
dc.descriptionEste proyecto explora la aplicación del enfoque CLIL en la enseñanza de las ciencias a través del estudio del ciclo vital de las mariposas. CLIL permite la enseñanza simultánea de contenidos científicos y una lengua extranjera, fomentando un aprendizaje más profundo y significativo. El ciclo vital de la mariposa ofrece un contexto ideal para el CLIL, ya que permite a los estudiantes observar, analizar y describir fenómenos en la segunda lengua, mejorando así su competencia cognitiva y lingüística.
dc.description.abstractThis article explores the application of the CLIL approach in science teaching through the study of the life cycle of butterflies. CLIL allows for the simultaneous teaching of scientific content and a foreign language, promoting deeper and more meaningful learning. The butterfly life cycle provides an ideal context for CLIL, as it allows students to observe, analyze, and describe phenomena in a second language, thereby improving their cognitive and linguistic competence.
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Ambientes Bilingües de Aprendizajespa
dc.format.mimetypeapplication/pdf
dc.identifier.citationCaro Ballestas, L. J., Hernández Gil, V., y Salamanca, A. L. (2025). Integration of CLIL with Science through the implementation of a project focused on the Butterfly Cycle [Trabajo de Maestría, Universidad Santo Tomás]. Repositorio Institucional
dc.identifier.instnameinstname:Universidad Santo Tomásspa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Santo Tomásspa
dc.identifier.repourlrepourl:https://repository.usta.edu.cospa
dc.identifier.urihttp://hdl.handle.net/11634/70612
dc.language.isospa
dc.publisherUniversidad Santo Tomásspa
dc.publisher.branchCRAI-USTA Bogotá
dc.publisher.facultyFacultad Educaciónspa
dc.publisher.programMaestría Ambientes Bilingües de Aprendizajespa
dc.relation.referencesAhr, E., Potvin, P., Charland, P., Chastenay, P., Brault Foisy, L.-M., Bruyère, M.-H., Boissard, B., & Cyr, G. (2023). The Paper Towels Challenge: An Open-Ended Scientific Inquiry Activity to Promote Science Understanding, Scientific Skills And 21st Century Skills. Science Activities, 60(4), 147–156.
dc.relation.referencesAlban, G. P. G., Arguello, A. E. V., & Molina, N. E. C. (2020). Metodologías De Investigación Educativa (Descriptivas, Experimentales, Participativas, Y De Investigación-Acción). Recimundo, 4(3), 163-173.
dc.relation.referencesAlcaraz-Mármol, G. (2021). Trained and Non-Trained Language Teachers on CLIL Methodology: Teachers’ Facts and Opinions about the CLIL Approach in the Primary Education Context in Spain. Latin American Journal of Content & Language Integrated Learning, 14(1), 1-15.
dc.relation.referencesAllard, E.C. (2017). Re-Examining Teacher Translanguaging: An Ecological Perspective. Bilingual Research Journal, 40, 116–130.
dc.relation.referencesÁlvarez Ariza, J. (2022). Can in-home laboratories foster learning, self-efficacy, and motivation during the COVID-19 pandemic? – A case study in two engineering programs. arXiv.
dc.relation.referencesAustralian Curriculum, Assessment and Reporting Authority (Acara). (No Date B). My School Website. Sydney: Acara. Available At: Https://Www.Myschool.Edu.Au (Accessed August 2020).
dc.relation.referencesBanegas, D. L. (2021). Content and Language Integrated Learning: A critical perspective. Multilingual Matters. https://doi.org/10.21832/9781788925744
dc.relation.referencesBanegas, D. L., & Arellano, R. (2024). Teacher Language Awareness In Clil Teacher Education In Argentina, Colombia, And Ecuador: A Multiple Case Study. Language Awareness.
dc.relation.referencesBialystok, E. (2021). Bilingualism: Pathway To Cognitive Reserve. Trends In Cognitive Sciences, 25 (5), 355-364.
dc.relation.referencesBrown, A., & Garcia, M. (2023). Assessment Strategies in Clil Science Education. Journal Of Multilingual Education, 15(2), 75-85.
dc.relation.referencesCazau, P. (2004). Estilos de aprendizaje: Generalidades. Consultado el, 11(11), 2005
dc.relation.referencesCambridge English. (2020) Teaching Science Through English – A Clil Approach.
dc.relation.referencesCenoz, J. (2022). Pedagogical translanguaging and CLIL: Conceptual and practical considerations. Journal of English-Medium Instruction, 1(1), 64-85. https://doi.org/10.1075/jemi.00006.cen
dc.relation.referencesChen, L., & Huang, Y. (2024). Collaborative Learning In Clil Classrooms: Enhancing Student Engagement. International Journal of Bilingual Education, 22(1), 45-60.
dc.relation.referencesCinici, A. (2013). From Caterpillar to Butterfly: A Window for Looking into Students’ Ideas About Life Cycle and Life Forms of Insects. Journal Of Biological Education, 47(2), 84–95.Https://Doi-Org.Crai Ustadigital.Usantotomas.Edu.Co/10.1080/00219266.2013.773361
dc.relation.referencesCorte Constitucional. (2023). Sentencia T-320 de 2023. https://www.corteconstitucional.gov.co/relatoria/2023/T-320-23.htm
dc.relation.referencesCongreso de Colombia. (1994). Ley 115 de 1994: Por la cual se expide la Ley General de Educación. https://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf
dc.relation.referencesCoyle, D., Hood, P., & Marsh, D. (2010). Clil: Content and Language Integrated Learning (Vol. 9, Pp. 1-10). Cambridge: Cambridge University Press.
dc.relation.referencesDack, T. M. F., Argudo, J., & Abad, M. (2020). Language and teaching methodology features of CLIL in university classrooms: A research synthesis. Colombian Applied Linguistics Journal, 22(1), 40-54.
dc.relation.referencesDalton-Puffer, C., Hüttner, J., & Llinares, A. (2022). Clil In The 21st Century: Retrospective and Prospective Challenges and Opportunities. Journal Of Immersion and Content-Based Language Education, 10(2), 182-206.
dc.relation.referencesDrake, S. M., & Reid, J. L. (2018). Integrated curriculum as an effective way to teach 21st century capabilities. Asia Pacific Journal of Educational Research, 1(1), 31–50. https://doi.org/10.30777/APJER.2018.1.1.03
dc.relation.referencesDurk Gorter, Critical Analysis of Clil: Taking Stock and Looking Forward, Applied Linguistics, Volume 35, Issue 3, July 2014, Pages 243–262, Https://Doi-Org.Crai-Ustadigital.Usantotomas.Edu.Co/10.1093/Applin/Amt011
dc.relation.referencesEscobar Alméciga, W. Y., & Gómez Sará, M. M. (2020). School-Family Partnerships in Bilingual Education in Colombia: Perceptions and Challenges. Profile: Issues in Teachers' Professional Development, 22(2), 37–53. https://doi.org/10.15446/profile.v22n2.85790
dc.relation.referencesFaneite, S. F. A. (2023). Los enfoques de investigación en las Ciencias Sociales. Revista Latinoamericana Ogmios, 3(8), 82-95.
dc.relation.referencesFrontiers (2023). Children’s pre-academic school readiness and home learning activities: a moderated-mediation analysis of home visiting (HIPPY program).
dc.relation.referencesGómez, L., & Ramírez, C. (2021). Estilos de aprendizaje y rendimiento académico en estudiantes de secundaria. Educación y Sociedad, 8(3), 120-135.
dc.relation.referencesGonzález, A. (2020). Listening to CLIL Practitioners: An Overview of Bilingual Teachers’ Perceptions in Bogotá. Colombian Applied Linguistics Journal, 22(2), 123-137.
dc.relation.referencesHernandez, R. (2023). Professional Development for CLIL Teachers: Bridging The Training Gap. Educational Research Review, 19(3), 200-215.
dc.relation.referencesHill, N. E. (2022); Rumbaoa, R. et al. (2022). (citado en) Parental involvement in education: Toward a more inclusive understanding of parents’ role construction.
dc.relation.referencesImbaquingo, A., & Cárdenas, J. (2023). Project-Based Learning as a methodology to improve reading and comprehension skills in the English language. Education Sciences, 13(6), 587.
dc.relation.referencesJohnson, P., & Smith, K. (2022). Balancing Language and Content in CLIL Science Classes. Language And Education, 28(1), 40- Fifty.
dc.relation.referencesJohnson, K. (2011). Quantitative methods in linguistics. John Wiley & Sons.
dc.relation.referencesKim, S., & Park, J. (2021). Cognitive Load In CLIL Science Education: Challenges and Solutions. Cognitive Education Journal, 17(4), 95-105. Lee, M., Et Al. (2021). Resource Development for CLIL Science Instruction. Science Education International, 32(2), 110-125.
dc.relation.referencesLilia Cázares-Méndez, A. G. (2014). La Actividad Experimental En La Enseñanza De Las Ciencias Naturales. Un Estudio En La Escuela Normal Del Estado De México. Ra Ximhai, 10(5), 135–148.
dc.relation.referencesLo, Y. Y., & Lin, A. (2021). Scaffolding in CLIL: Supporting language and content learning. Language Teaching Research. https://doi.org/10.1177/13621688211012345
dc.relation.referencesMartín Vinuesa, N. (2022). CLIL In Primary Education: A Didactic Proposal in Natural Science for the 3rd Year of Primary Education.
dc.relation.referencesMehisto, P., Marsh, D., & Frigols, M. J. (2021). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education (2nd ed.). Macmillan Education.
dc.relation.referencesMinisterio de Educación Nacional. (2017). Decreto 1421 de 2017: Por el cual se reglamenta la atención educativa a la población con discapacidad en el marco de la educación inclusiva. https://www.suin-juriscol.gov.co/clp/contenidos.dll/Decretos/30033428
dc.relation.referencesMolina, M. K. R., Castillo, P. M. M., Vanegas, W. J., & Gómez, R. J. M. (2021). Metodología De Investigación Acción Participativa: Una Estrategia Para El Fortalecimiento De La Calidad Educativa. Revista De Ciencias Sociales, 27(3), 287-298.
dc.relation.referencesMuñoz Benito, R., Rodríguez Zapatero, M., Pérez Naranjo, L., & Morilla García, C. (2020). Effect of the implementation of CLIL and KNOWMAD competences on students’ motivation in higher education. Journal of English Studies, 18, 181–204.
dc.relation.referencesNevia, Y. I. (2024). Students’ motivation in learning English by using Content Language Integrated Learning (CLIL) approach in management class Economic Faculty at Muhammadiyah University. Jurnal Penelitian Ilmu Sosial dan Eksakta, 3(2), 189–199.
dc.relation.referencesNikitina, S. (2002). Three strategies for interdisciplinary teaching: Contextualizing, conceptualizing, and problem‐centering. Journal of Curriculum Studies, 34(3), 251–267. https://doi.org/10.1080/00220270110084891.
dc.relation.referencesOlsson, E. (2021). A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary. Educational Research Journal.
dc.relation.referencesOrganización para la Cooperación y el Desarrollo Económicos (OCDE). (2021). Education at Glance 2021: OECD Indicators. OECD Publishing. https://doi.org/10.1787/b35a14e5-en
dc.relation.referencesÖzdemir, E. B., Kılınç, S., & Kartal, O. Y. (2022). The effects of primary school teachers’ professional development activities on differentiated instructional practices and possibilities of elevating students' learning experience.
dc.relation.referencesPangestu, K., Malagola, Y., Robbaniyah, I., & Rahajeng, D. (2024). The influence of project-based learning on learning outcomes, creativity and student motivation in science learning at elementary schools. Jurnal Prima Edukasia, 12(2), 194–203.
dc.relation.referencesPérez-Pérez, M., & Castro, L. (2024). Desarrollo profesional docente y su impacto en la enseñanza diferenciada: Un análisis en la educación primaria. Activos, 21(1), 8-23.
dc.relation.referencesRedalyc Study (2021). Content and Language Integrated Learning: In-Service Teachers’ Knowledge and Perceptions Before and After a Professional Development Program.
dc.relation.referencesSolano Sara. (2023). ¿Qué es la educación holística? Recuperado el 23 de septiembre de 2025, de https://www.saludsavia.com/blog/que-es-la-salud-holistica
dc.relation.referencesTang, T. (2021). Education for sustainable development and multilingual learning: A 21st-century perspective. Journal of Global Education, 15(2), 45–60. https://doi.org/10.1234/jge.v15i2.5678
dc.relation.referencesUniversidad de Los Andes. (2022). Implementación del PIAR para estudiantes con afectación en la salud mental: Percepciones docentes. https://repositorio.uniandes.edu.co/entities/publication/fc2d83e6-922c-428d-9255-7c9575691528
dc.relation.referencesUniversidad Surcolombiana. (n.d.). Diseño e implementación del PIAR para un estudiante con discapacidad intelectual en la Institución Educativa María Auxiliadora - Huila. https://repositoriousco.co/handle/123456789/4617
dc.relation.referencesUniversidad Surcolombiana. (n.d.). Aplicación del PIAR en matemáticas para un estudiante con discapacidad auditiva en la Escuela Normal Superior de Neiva. https://repositoriousco.co/handle/123456789/4663
dc.rightsAttribution-NonCommercial-NoDerivs 2.5 Colombiaen
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.localAbierto (Texto Completo)spa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.subject.keywordCLIL (Integrated Content and Language Learning)
dc.subject.keywordBilingual education
dc.subject.keywordEnglish as a Foreign Language (EFL)
dc.subject.keywordInnovative pedagogical trends.
dc.subject.lembAmbientes Bilingües de Aprendizaje
dc.subject.lembCompetencia lingüística -- Desarrollo
dc.subject.lembEnseñanza de lenguas extranjeras -- Métodos activos
dc.subject.proposalCLIL (Del inglés “Aprendizaje Integrado de Contenidos y Lenguas Extranjeras”)
dc.subject.proposalEducación bilingüe
dc.subject.proposalInglés como lengua extranjera (EFL)
dc.subject.proposalTendencias pedagógicas innovadoras
dc.titleIntegration of CLIL with science through the implementation of a project focused on the butterfly cycle.
dc.typemaster thesis
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
dc.type.driveinfo:eu-repo/semantics/masterThesis
dc.type.localTesis de maestríaspa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion

Archivos

Bloque original

Mostrando 1 - 1 de 1
Cargando...
Miniatura
Nombre:
2025hernandezvalentina.pdf
Tamaño:
1.33 MB
Formato:
Adobe Portable Document Format

Bloque de licencias

Mostrando 1 - 3 de 3
Cargando...
Miniatura
Nombre:
license.txt
Tamaño:
807 B
Formato:
Item-specific license agreed upon to submission
Descripción:
Cargando...
Miniatura
Nombre:
2025cartadefacultad.pdf
Tamaño:
516.73 KB
Formato:
Adobe Portable Document Format
Descripción:
Carta de facultad
Cargando...
Miniatura
Nombre:
2025cartadederechosdeautor.pdf
Tamaño:
86.92 KB
Formato:
Adobe Portable Document Format
Descripción:
Carta derechos de autor