A Flipped Experience in Physics Education Using CLIL Methodology
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“E. R. Caianiello” Physics Department, Univerity of Salerno, ITALY
“Leonardo Da Vinci” High School, Poggiomarino, ITALY
“P.E. Imbriani” High School, Avellino, ITALY
Roberto Capone   

“E. R. Caianiello” Physics Department, Univerity of Salerno, Via Giovanni Paolo II, 132, 84084 Fisciano SA, Italy
Online publish date: 2017-09-16
Publish date: 2017-09-29
EURASIA J. Math., Sci Tech. Ed 2017;13(10):6579–6582
Physics’ curricula of Italian Scientific High Schools in the last years have been enhanced by the introduction of Quantum Mechanics and Content and Language Integrated Learning (CLIL). Education monitoring reveals that last year’s students are experiencing many issues in learning in their second language (L2) and advanced and counter-intuitive contents. Our experiment is aimed at understanding and then overcoming those problems using educational methodologies based on social aspects. Thanks to the Internet, a communicative style can be exploited where teachers could keep teaching, playing the role of semiotic mediators. Multimedia and simulations broadly available in MOOCS suggested a flipped classroom approach coping with the project of CLIL lessons. In our experience two classrooms of students were selected, starting from very similar performances and skills. The first one was taught with traditional lectures and tests; the second one, instead, attended to experimental lessons. Students could share their ideas and learning supports through a Facebook group, a blog, virtual classrooms and a website. Nevertheless, at the end of the experience an eTwinning exchange was planned, to spread the experiment towards foreign schools. The outcomes of the tests performed on the students were analysed and unexpected results were drawn. An extension to larger numbers of students, the introduction of different methodologies and the research about different topics in Physics could potentially develop this research.
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