Özet

Anahtar Kelimeler:

Abstract

Research findings in the educational field show that learning within the setting of dramatic inquiry based teaching approaches, such as Mantle of the Expert (MoE), develops students' creativity as regards new knowledge construction. The European Commission promotes the integration of content and language learning through the CLIL (Content Language Integrated Learning) approach, because it provides students with meaningful opportunities for immediate use of new language skills as opposed to later use which results from traditional mainstream teaching practices. The present study focuses on the implementation of a six teaching hours action research by means of the MoE dramatic teaching approach into the CLIL Geography teaching curriculum for the 6th grade of a Greek state primary school. The study aims at: a) enhancing students’ emotional engagement in the teaching-learning process, b) improving collaboration among students as well as between teacher and students. The results derived from the qualitative Content Analysis of the research data demonstrate that the didactic use of MoE while teaching CLIL has profound educational benefits as it: a) changes the dynamic of how new knowledge is constructed and used, b) enflames children’s imagination, c) develops a sense of community belonging, d) promotes students’ emotional involvement in the educational process, e) creates a cooperative learning environment. Having proved MoE as a dynamic supplement to the CLIL approach through this action research, we suggest conducting the study to other age groups of both primary and secondary education as well as to more school contexts in different geographic areas.

Keywords :Mantle of the Expert, CLIL, New Knowledge Construction, Action Research.