Affiliation:
1. University of Granada, Spain
2. Autonomous University of Madrid, Spain
Abstract
The present chapter describes in detail a teaching-learning sequence using the CLIL approach to teach contents related to sedimentary rocks, fossils, and evolution to pre-service primary education teachers. The sequence was designed and implemented during two consecutive semesters of the academic year 2021-2022. The target students belong to the bilingual strand of the courses ‘Didactics of Experimental Sciences' I and II, dealing with physics, chemistry, geology, and astronomy contents (course I) and life sciences contents (course II). The courses are taught mainly in Spanish, but this particular sequence was delivered, produced, and assessed in English. Students' performance was assessed by means of self-evaluation, peer-evaluation, as well as immediate or delayed feedback from the lecturer.