1. Natural science education importance in adolescence.

The teaching of the Nature Sciences should stimulate, among other things: curiosity in the face of
a new phenomenon or an unexpected problem interest in the environment and its conservation
the spirit of initiative and tenacity the confidence of each adolescent in himself the need to take
care of your own body the critical spirit, which means not being content with a passive attitude
towards "revealed and unquestionable truth" intellectual flexibility methodical rigor the ability to
manage change, to deal with changing and problematic situations appreciation of teamwork
respect for the opinions of others, argumentation in the discussion of ideas and adoption of own
positions in a tolerant and democratic environment.
Each student brings a unique personal neural his-tory to school every day, which gives teachers
quite a challenge as they try to customize learning for each student (Trnikova, 2013).
Nature subject teachers should be able to find the most optimal ways of natural science education
process organization. This requires big efforts of educators and quite often nontraditional
pedagogical decisions as well.
Is important to teach perceive the acquired knowledge and be able to apply it in real life
situations, create and model, in-dependently carry out various practical tasks, search for
information in various sources and be able to analyze, systemize and estimate it.

2. Science pro project: towards excellence in bilingual teaching.

Taking into account the importance of the English language and the relevance the teaching of the
natural sciences. We see how the few hours of teaching English are not enough, we present an
idea that is simplified in "teaching natural sciences using English as a medium". Scientific
knowledge must be taught from the first school years. But for a teacher to teach that scientific
knowledge in English, he must not only use language to perfection, but also have specific
knowledge of what he is going to teach. A good method or tool to achieve this objective is the
direct exposure and / or observation of a class of this type, where the student-teacher will have
direct contact with the students and will have to deal with the classroom administration and the
characteristics of the students. . . This space allows learning in a real context with real situations. It
is important to stimulate scientific curiosity in students, expose them to a large amount of
scientific content and also introduce by small amounts the exposure of the scientific subject in
himself, through a foreign language. All this consists of practice, observation, experimentation,
visualization; Methods where there is not only theory but also "what to do".
The foreign language is no longer only a subject to be taught, but also a vehicle to teach through.
Clarke (1995) and Zabalza Beraza (2011) offer us the idea that a good teacher needs to be a
reflective professional who should think about the how and why of the teaching and learning
processes.
Once they start their Pre-service Teacher Training, they are expected to become aware of and
confront their preconceptions about teaching, and to transform them on a critical basis,
accommodating both new theoretical knowledge, and perhaps more importantly-new skills and
beliefs originating from their interaction with the school reality and their school teachers’ teaching
styles
 3. Creating materials with ICT for CLIL lessons: a didactic proposal.
CLIL has been described as “the most recent developmental stage of the communicative language
teaching” (Dalton-Puffer, 2007).
When teaching, it is very important for the teacher to plan the information they wish to teach
their students, that is, the amount of knowledge that the students will learn and how it will be
presented and introduce this information in the CLIL class.
CLIL teachers sometimes do not find suitable materials for their lessons and often have to spend
time preparing their own materials.
This document shows us how to present to CLIL teachers the creation of materials in a simple way.
According to Bentley (2007), in a CLIL course, learners gain knowledge and understanding of the
curricular subject while simultaneously learning and using the target language.
It is very important that to prepare a CLIL lesson, start by planning the input, that is, the
information presented in the CLIL class. A teacher should follow these steps:
Choose the subject and establish the main content of the subject and the language related to it.
Search the materials that will be used in the CLIL class (textbooks, audio, video ...)
Organize and adapt the materials, taking into account what kind of activities are appropriate for
development

4. Multimodality in natural science education. Problems of education in the 21st century.

Natural science education plays a very important role in broadening students’ world outlook.
Multimodality refers to the diversity of forms of languages and representations that exist. Natural
sciences and / or scientific knowledge encompasses an extensive symbolic language, where there
is a large set of mathematical operations, conceptual aspects, the interrelation between the
elements of this set, the organization of textual and imaging coherence and tools of technology.
Therefore, in order for the student to fully understand the knowledge that is learned, he must be
initiated from school in the ideas and practices of the community. In other words, the individual
must have a broad and good relationship with his community and his natural environment. In
addition to expanding this relationship to other cultures, other ways of thinking, etc. For this
reason, the proper use of ICT to seek and obtain excellent information plays an important role