Enhancing Life Skills Through Science: A Case Study at El Altillo International School
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Authors
Persoff, Teresa
Ortiz, Charo
Wolters, Kerry
Dowling, Nuala
Stone, Andrea
Issue Date
2025
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
Spain
Abstract
Context: The study was conducted at El Altillo International School in Spain, focusing on 5th-grade students who are English as an Additional Language (EAL) learners. It was set within the International Primary Curriculum (IPC) Natural Sciences framework and aimed to integrate science education with life skills development. The research involved 22 mixed-ability students and was structured to enhance cognitive and interpersonal skills through inquiry-based learning, collaboration, and real-world applications.
Aims: The study sought to develop students’ cognitive and interpersonal skills within the context of learning about cetacean adaptations to cold environments. Cognitive objectives included improving observational and critical thinking skills, as well as linking scientific learning to broader topics like the Sustainable Development Goals (SDGs). Interpersonal goals focused on strengthening communication, collaboration, and active listening through structured group work and oracy skills. The study also aimed to apply scientific concepts to real-world experiments, such as using margarine to simulate blubber’s insulating properties.
Methods: The research was carried out over three lessons. Three case students were observed in detail. Lesson 1 involved an experiment simulating blubber’s insulation properties. Lesson 2 encouraged students to connect their findings to an SDG goal through group discussions. Lesson 3 required students to consolidate their learning in a group video project. Data was collected through observations, student interviews, and analysis of students’ participation, written work, and oral contributions.
Findings: Students actively engaged in all lessons, with varying levels of participation and confidence. Case student A required more support to articulate ideas but benefited from group discussions. Case student B improved in communication and organizational skills, particularly in the video project. Case student C displayed strong leadership and critical thinking abilities but had to balance group dynamics to ensure others contributed. The study highlighted the importance of structured group work, clear expectations, and scaffolding to support student development. Teachers observed that students’ critical thinking improved significantly when they were given opportunities to explore ideas independently.
Implications: The findings suggest that structured group work, with clearly defined roles and expectations, can enhance both cognitive and interpersonal skills. The study also indicates that students benefit from repeated exposure to oracy structures and collaboration strategies. The insights gained will inform future planning, particularly in mapping life competencies and refining approaches to group work. Additionally, considering students’ social dynamics when forming groups may improve engagement and confidence.
Aims: The study sought to develop students’ cognitive and interpersonal skills within the context of learning about cetacean adaptations to cold environments. Cognitive objectives included improving observational and critical thinking skills, as well as linking scientific learning to broader topics like the Sustainable Development Goals (SDGs). Interpersonal goals focused on strengthening communication, collaboration, and active listening through structured group work and oracy skills. The study also aimed to apply scientific concepts to real-world experiments, such as using margarine to simulate blubber’s insulating properties.
Methods: The research was carried out over three lessons. Three case students were observed in detail. Lesson 1 involved an experiment simulating blubber’s insulation properties. Lesson 2 encouraged students to connect their findings to an SDG goal through group discussions. Lesson 3 required students to consolidate their learning in a group video project. Data was collected through observations, student interviews, and analysis of students’ participation, written work, and oral contributions.
Findings: Students actively engaged in all lessons, with varying levels of participation and confidence. Case student A required more support to articulate ideas but benefited from group discussions. Case student B improved in communication and organizational skills, particularly in the video project. Case student C displayed strong leadership and critical thinking abilities but had to balance group dynamics to ensure others contributed. The study highlighted the importance of structured group work, clear expectations, and scaffolding to support student development. Teachers observed that students’ critical thinking improved significantly when they were given opportunities to explore ideas independently.
Implications: The findings suggest that structured group work, with clearly defined roles and expectations, can enhance both cognitive and interpersonal skills. The study also indicates that students benefit from repeated exposure to oracy structures and collaboration strategies. The insights gained will inform future planning, particularly in mapping life competencies and refining approaches to group work. Additionally, considering students’ social dynamics when forming groups may improve engagement and confidence.
Description
Keywords (free text)
science education , biology education , critical thinking , global competencies , sustainable development , groupwork