Abstract:

This paper highlights findings about Innovative Continuing Professional Development and Learning (ICPDL) activities realized implementing CLIL (Content and Language Integrated Learning) teaching, ICT tools with IBSE (Inquiry Based Science Education) methodology.
Integrated Content and Language Learning (CLIL) is a dual-focused educational approach in which students learn a subject, such as science, and a foreign language at the same time.
Inquiry (IBS) is an approach to learning that involves a process of exploration that leads to asking questions and making discoveries in the search for new understandings. This means that in an inquiry learning process information is not directly offered but it needs to be discovered through investigation activities by learners themselves.
In particular, some of results obtained were presented during the event “TEACH and education 4.0 Links Between Research and Education”, in Saffo room from 11:00 and 13:00 on 22nd of last October during the 33rd Edition of Futuro Remoto, in NAPLES.
Lessons were designed, planned and realized with pupils on Genetic diseases, Chromatography, Electrophoresis, Photosynthesis integrating CLIL, ISBE methodologies and ICT tools in order to engage and motivate students in both science experiences and foreign language (English) communication acquiring also the relevant vocabulary and language skills.
Research-action methodology implemented within silico innovative laboratory method are also aimed at testing, original, creative, usable and reusable digital teaching material by the entire Italian audience high school students and teachers.
Interactive learning and teaching; evaluation and feedback; open educational resources, students as producers and co-authors, are some methodological and operative ideas of my proposal for an innovative use of ICT to support teaching and to develop soft skills, transversal skills transferable in different contexts of study, work and/or personal life.
Videos (Jove.com) and or MOOCs were used as new tools to implement and make effective the teaching of STEM disciplines among the youngest.
The aim of this initiative has been and will be to provide high school teachers with concrete ideas, educational cues and useful proposals for teaching different themes of Life Sciences aimed also at awakening, through new teaching methodologies, the curiosity of the young learners by soliciting all the nuances of intelligence. Learning Scenarios have been designed and will be designed in collaboration with some high school teachers by bringing together established teaching strategies (traditional teaching methods) and innovative ways to use, process and share educational content
A particular implementation that has been already tested was that the learners enrolled used the foreign language (English) to learn new topics, as well as to communicate replacing the teachers to transfer them to other students during the Science dissemination event (XXXIII edition of Futuro Remoto) or in mother tongue (https://www.youtube.com/watch?v=VuCIK43LyNg&feature=youtu.be).
In the coming months after some time, it will be checked if these concepts have been learned, considering also the learning context different from their class and given that the same contents will not be taught to students by their teachers.

Keywords:

Experiential training, students as producers and co-authors, open educational resources, innovative teaching STEM disciplines, Innovative Continuing Professional Development and Learning