Engaging Learners with Chemistry: Projects to Stimulate Interest and Participation
Chapter 9: Fostering Scientific Literacy with the Language of Science in the Production of a Nano-based After-sun Care Product in an Extracurricular Setting: A CLIL Approach in a Science Lab for School Students
Published:27 Jul 2020
S. Hollweck and S. Schwarzer, in Engaging Learners with Chemistry: Projects to Stimulate Interest and Participation, ed. I. Parchmann, S. Simon, and J. Apotheker, The Royal Society of Chemistry, 2020, ch. 9, pp. 154-191.
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Ongoing internationalization and labor migration in each and every economic area make it necessary for the educational sector to catch up. One goal that is pursued in this regard is the preparation of students for participation in global discussions. The European Commission's call for the promotion of multilingualism in European countries has already started targeting this issue, leading to the implementation of content and language integrated learning (CLIL) in school. The approach pursues the learning of a foreign language and the acquisition of content competences at the same time. CLIL, in science subjects in particular, is an aspiring branch in different European school curricula, even though research on it is still in its infancy. Yet, simultaneously, science teachers face an additional challenge: attracting students’ interest by emphasizing the relevance of science in their own lives. In Germany, initiatives such as science labs for school students have been initiated to counteract dropouts in school subjects such as chemistry. These initiatives aim to tackle the imminent shortage of skilled professionals in science. Therefore, a combination of the aforementioned measures seems to be a promising approach to arouse students’ interest in scientific concepts. This chapter provides an overview of the current state of research on German science labs for school students with a CLIL approach, highlighting the benefits they can provide in fostering scientific literacy. In addition, an example of an experimental station in a bilingual student lab program is presented, further underpinning the benefits of the intervention.