A CLIL-BASED LEARNING SEQUENCE FOR DIGITAL ANALYSIS OF MICROBIAL GROWTH CURVES IN BIOLOGY TEACHER EDUCATION

Abstract

This article proposes a CLIL-based methodological framework for the digital analysis of microbial growth curves in the preparation of future biology teachers and presents descriptive findings from two datasets: 31 microbiology pretest responses and 21 CLIL questionnaire responses. The mean pretest score was 20.45 (SD = 2.51; median = 22; range = 13–24). All 21 questionnaire respondents selected project and research activities; 20 respondents identified analysing biology texts in English, learning terminology, discussion, using digital resources, and laboratory work as useful activities. These findings inform the planning of a learning sequence based on the CLIL 4Cs framework and the development of digital tasks for analysing microbial growth curves.