Exploring the flipped model in the CLIL geology classroom

Abstract

This paper explores the application of the flipped classroom model within a Content and Language Integrated Learning (CLIL) geology course at a university level. The study examines the possibility of changing language-learning habits for students with mixed language abilities. It examines the learning outcomes and test performance of students using the flipped classroom model, comparing these results with those from traditional lecture-based instruction and a combined approach. The paper is structured as follows: The introduction is followed by a section defining the flipped learning model and providing a theoretical background. Next, it discusses both the potential benefits and drawbacks of the flipped model. Subsequently, the paper details its implementation in a specific geology classroom setting. The final section outlines the research methodology, objectives, and findings. The results show that the flipped classroom model holds valid potential for successful implementation if proper preparations are completed. Finally, given the complexity of both the flipped method and CLIL, the application of the flipped method is best initiated with first-year students. Our findings confirm that the flipped model can be successfully applied in the primary stages of university education.

Keywords

• flipped model
• clil
• traditional method
• geology
• english