The relevance of school self-concept and creativity for CLIL outreach learning. (June 2022)

• Record Type: Journal Article
• Authors: Roth, Tamara; Conradty, Cathérine; Bogner, Franz X.
• Is Part Of: Studies in educational evaluation. Volume 73(2022)
• Publication Date: 2022-06
• Subjects: Creativity -- School self-concept -- Science and language learning -- Science education -- Hands-on outreach learning -- Gender; Curriculum evaluation -- Periodicals; Educational tests and measurements -- Periodicals; Programmes d'études -- Evaluation -- Périodiques; Tests et mesures en éducation -- Périodiques; 375.006
• DOI: 10.1016/j.stueduc.2022.101153
• Languages: English
• ISSNs: 0191-491X

Abstract

Abstract: Content and Language Integrated Learning (CLIL) combined with experimental outreach learning activities may affect the inherently correlated constructs creativity and self-concept. Evaluation of our one-day CLIL genetics laboratory confirms this correlation for both Biology (p < .001, r = 0.739) and English (p < .001, r = 0.802) after participation with excellent model-fit parameters. Participation did not produce any gender differences except for the latent variable Social of the self-concept scale. Moreover, self-concept correlates with short- and long-term cognitive achievement and long-term linguistic knowledge, confirming the mutually reinforcing relationship between self-concept and academic achievement. For Biology and English grades, negative correlations with self-concept indicate that our module provides effective support for low achievers. Combined with an overall positive correlation between the latent constructs creativity and self-concept and long-term cognitive achievement, our results indicate that creativity-enhancing interventions could increase the self-concept and may, accordingly, lead to better performance at school. Highlights: Confirmation of SESSKO-scale (self-concept) for school subjects Biology and English. Significant and strong correlations between creativity and self-concept in Biology and English. Increase in self-concept for low achievers after participation in CLIL inquiry learning module. Significant correlations between self-concept and school grades and self-concept and factual knowledge. No gender differences regarding language and science apart from self-concept subscale Social.