Survey on science learning taught in CLIL in primary schools

The main objective of this research is to understand whether disciplinary learning varies and, if so, in which direction between CLIL and non-CLIL classroom contexts. In order to be able to answer this research question, we used a counterfactual approach involving a control group (those doing science in Italian) and two treaty groups (those doing science in English CLIL and in German CLIL). The technique adopted in the analyses is that of difference-in-differences.

Physical description: 18 p. tab 25 cm

Availability: Distribution for institutional purposes

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