{"id":15323,"date":"2026-08-21T15:37:38","date_gmt":"2026-08-21T12:37:38","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=15323"},"modified":"2026-08-27T21:59:01","modified_gmt":"2026-08-27T18:59:01","slug":"inteligenta-artificiala-in-predarea-clil-a-biologiei","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/inteligenta-artificiala-in-predarea-clil-a-biologiei","title":{"rendered":"Inteligen\u021ba artificial\u0103 \u00een predarea CLIL a biologiei"},"content":{"rendered":"<p>Articolul de fa\u021b\u0103 prezint\u0103 modul \u00een care inteligen\u021ba artificial\u0103 (IA) poate sprijini predarea CLIL (Content and Language Integrated Learning) a biologiei, prin patru scenarii didactice concrete: adaptarea textelor \u0219tiin\u021bifice pe niveluri de limb\u0103 (clasa a IX-a, tema diviziunii celulare), activitatea de tip flipped classroom cu chatbot (clasa a X-a, fotosinteza), evaluarea formativ\u0103 cu feedback automatizat (clasa a XI-a, sistemul digestiv) \u0219i o activitate de incluziune pentru elevi cu niveluri diferite de competen\u021b\u0103 lingvistic\u0103 (clasa a XII-a, ecosistemele). Pentru fiecare scenariu, sunt indicate instrumentele de IA folosite, pa\u0219ii de utilizare \u0219i rezultatele observate la clas\u0103. Articolul argumenteaz\u0103 c\u0103 IA nu \u00eenlocuie\u0219te expertiza pedagogic\u0103 a profesorului, ci o amplific\u0103, sprijinind diferen\u021bierea, feedbackul formativ \u0219i implicarea elevilor, cu condi\u021bia unei utiliz\u0103ri critice \u0219i etice.<!--more--><\/p>\n<p>Inteligen\u021ba artificial\u0103 ocup\u0103, \u00een ultimii ani, un loc tot mai vizibil \u00een cercetarea \u0219i practica pred\u0103rii CLIL. Cinganotto (2025) arat\u0103 c\u0103, de\u0219i adoptarea instrumentelor de IA de c\u0103tre profesori a fost ini\u021bial \u00eent\u00e2mpinat\u0103 cu scepticism, generat de teama \u00eenlocuirii cadrului didactic sau a utiliz\u0103rii necorespunz\u0103toare de c\u0103tre elevi, un num\u0103r tot mai mare de profesori se implic\u0103 activ \u00een integrarea acestor instrumente, IA fiind perceput\u0103 nu ca o teorie instruc\u021bional\u0103 independent\u0103, ci ca un factor care sprijin\u0103 \u0219i \u00eembun\u0103t\u0103\u021be\u0219te metodologia CLIL existent\u0103.<\/p>\n<p>Cercet\u0103rile recente converg spre ideea c\u0103 IA poate sus\u021bine, \u00een mod specific, diferen\u021bierea, evaluarea formativ\u0103 \u0219i scaffoldingul lingvistic \u00een context CLIL. Modelele de tip flipped classroom asistate de IA, analizate de Pongpanich et al. (2026), pun \u00een eviden\u021b\u0103 rolul IA \u00een structurarea activit\u0103\u021bilor de pre-lec\u021bie, practic\u0103 \u0219i feedback, \u00een timp ce Mammadova (2026) subliniaz\u0103 contribu\u021bia instrumentelor de IA la crearea unor scaffolduri incluzive, adaptate elevilor cu niveluri lingvistice diferite. La r\u00e2ndul ei, Rodr\u00edguez Gil (2026) plaseaz\u0103 aceste practici \u00eentr-un cadru mai larg, al competen\u021belor didactice \u0219i etice necesare pentru integrarea responsabil\u0103 a IA \u00een educa\u021bia bilingv\u0103, recomandare aflat\u0103 \u00een acord cu cadrele UNESCO privind competen\u021bele de IA pentru profesori.<\/p>\n<p>\u00cen paralel, literatura de specialitate atrage aten\u021bia asupra limitelor materialelor generate integral de IA. Libunao \u0219i Morales (2025) constat\u0103 c\u0103 planurile de lec\u021bie generate de IA tind s\u0103 pun\u0103 accent pe procese materiale (sarcini de tip ac\u021biune), \u00een timp ce materialele elaborate de profesioni\u0219ti sus\u021bin mai consistent interac\u021biunea dialogic\u0103 \u0219i g\u00e2ndirea reflexiv\u0103 \u2013 ceea ce confirm\u0103 rolul central al judec\u0103\u021bii pedagogice a profesorului \u00een selectarea \u0219i adaptarea resurselor. \u00cen acela\u0219i timp, instrumente deja larg folosite la clas\u0103 \u2013 precum generatoarele de texte pe niveluri sau chatbo\u021bii conversa\u021bionali (EdTech Institute, 2026) \u2013 ofer\u0103 un sprijin concret pentru diferen\u021biere. Articolul de fa\u021b\u0103 valorific\u0103 aceste repere din literatur\u0103 pentru a descrie patru situa\u021bii concrete de utilizare a IA \u00een predarea CLIL a Biologiei, la niveluri de gimnaziu \u0219i liceu.<\/p>\n<p><strong>Utilizarea inteligen\u021bei artificiale \u00een predarea CLIL a biologiei<\/strong><\/p>\n<p>Inteligen\u021ba artificial\u0103 (IA) devine un aliat tot mai valoros \u00een predarea CLIL (Content and Language Integrated Learning), oferind solu\u021bii pentru planificare, diferen\u021biere, evaluare \u0219i implicarea elevilor. CLIL presupune predarea unui con\u021binut disciplinar printr-o limb\u0103 \u021bint\u0103, de obicei, \u00een limba englez\u0103. \u00cen Biologie, elevii trebuie s\u0103 \u00een\u021beleag\u0103 concepte \u0219tiin\u021bifice \u0219i s\u0103 utilizeze vocabularul academic \u00een limba \u021bint\u0103. IA poate ajuta profesorul s\u0103 adapteze textele la niveluri diferite, s\u0103 creeze glosare bilingve, s\u0103 formuleze \u00eentreb\u0103ri \u0219i s\u0103 ofere feedback formativ.<\/p>\n<p>\u00cen contextul pred\u0103rii biologiei \u00een limba englez\u0103, IA poate transforma provoc\u0103rile lingvistice \u00een oportunit\u0103\u021bi de \u00eenv\u0103\u021bare autentic\u0103.<\/p>\n<p><strong>Adaptarea textelor \u0219tiin\u021bifice<\/strong><\/p>\n<p><em>Scenariu: Lec\u021bia \u201eCell Division\u201d (Diviziunea celular\u0103), clasa a IX-a, nivel A2-B1.<\/em><\/p>\n<p>Pentru lec\u021bie, profesorul poate solicita generarea a trei versiuni ale unui text despre mitoz\u0103: A2, B1 \u0219i B2. IA poate crea \u0219i un glosar bilingv \u2013 nucleus\/nucleu, chromosome\/cromozom, spindle fibers\/fibrele fusului de diviziune \u2013, precum \u0219i \u00eentreb\u0103ri de verificare \u0219i exerci\u021bii de etichetare a unei diagrame.<\/p>\n<p>Utilizare IA:<\/p>\n<ul>\n<li>Introduce\u021bi textul original despre mitoz\u0103 \u00een Diffit sau Brisk Teaching;<\/li>\n<li>Genera\u021bi trei versiuni: simplificat\u0103 (A2), standard (B1), avansat\u0103 (B2);<\/li>\n<li>Cere\u021bi IA s\u0103 creeze un glosar bilingv cu termeni cheie: nucleus\/nucleu, chromosome\/cromozom, spindle fibers\/fibrele fusului de diviziune;<\/li>\n<li>Genera\u021bi 5 \u00eentreb\u0103ri de tip \u201echeck for understanding\u201d \u0219i un exerci\u021biu de tip \u201elabel the diagram\u201d.<\/li>\n<\/ul>\n<p>Rezultat: Elevii lucreaz\u0103 cu texte accesibile, iar profesorul economise\u0219te 30-40 minute din timpul de preg\u0103tire.<\/p>\n<p><strong>Activitate flipped classroom cu chatbot<\/strong><\/p>\n<p><em>Scenariu: Unitatea \u201ePhotosynthesis\u201d (Fotosinteza), clasa a X-a.<\/em><\/p>\n<p>\u00cenaintea lec\u021biei, elevii pot parcurge un mini-curs despre fotosintez\u0103 \u0219i pot adresa \u00eentreb\u0103ri unui chatbot configurat ca \u201ePhotosynthesis Tutor\u201d. La clas\u0103, ei discut\u0103 \u00eentrebarea \u201eCan artificial photosynthesis solve climate change?\u201d, folosind cadre lingvistice precum \u201eIn my opinion\u2026\u201d sau \u201eThe evidence suggests\u2026\u201d.<\/p>\n<p>Utilizare IA:<\/p>\n<ul>\n<li>Crea\u021bi un mini-curs \u00een Mini Course Generator cu 3 slide-uri interactive despre ecua\u021bia fotosintezei;<\/li>\n<li>Introduce\u021bi un chatbot (ex.: ChatGPT configurat ca \u201ePhotosynthesis Tutor\u201d) care r\u0103spunde la \u00eentreb\u0103ri \u00een limba englez\u0103;<\/li>\n<li>Elevii pun \u00eentreb\u0103ri de tipul: \u201eWhat happens if there is no sunlight?\u201d \u0219i primesc explica\u021bii cu exemple vizuale;<\/li>\n<li>La clas\u0103, profesorul organizeaz\u0103 o dezbatere: \u201eCan artificial photosynthesis solve climate change?\u201d folosind cadre lingvistice generate de IA.<\/li>\n<\/ul>\n<p>De asemenea, \u00eentr-un proiect despre fotosintez\u0103, elevii pot crea personaje \u0219i pove\u0219ti \u00een limba englez\u0103, pot anima imaginile cu ChatterPix \u0219i pot monta un videoclip scurt \u00een YouCut. Activitatea combin\u0103 vocabularul \u0219tiin\u021bific, exprimarea oral\u0103, creativitatea \u0219i lucrul \u00een echip\u0103.<\/p>\n<p>Rezultat: Elevii vin preg\u0103ti\u021bi cu cuno\u0219tin\u021be de baz\u0103, iar timpul de la clas\u0103 se dedic\u0103 g\u00e2ndirii critice \u0219i interac\u021biunii.<\/p>\n<p><strong>Evaluare formativ\u0103 cu feedback automatizat<\/strong><\/p>\n<p><em>Scenariu: Recapitulare \u201eHuman Digestive System\u201d (Sistemul digestiv uman), clasa a XI-a.<\/em><\/p>\n<p>Pentru aceast\u0103 tem\u0103, IA poate genera itemi de tip matching, fill-in-the-blank \u0219i \u00eentreb\u0103ri deschise. Profesorul utilizeaz\u0103 o rubric\u0103 ce urm\u0103re\u0219te at\u00e2t corectitudinea con\u021binutului \u0219tiin\u021bific, c\u00e2t \u0219i folosirea limbajului de specialitate \u00een limba englez\u0103: \u201eenzyme\u201d, \u201ebreak down\u201d, \u201enutrients\u201d. Feedbackul automatizat r\u0103m\u00e2ne un sprijin, nu \u00eenlocuie\u0219te evaluarea profesorului.<\/p>\n<p>Utilizare IA:<\/p>\n<ul>\n<li>Genera\u021bi un quiz cu 10 itemi \u00een Diffit sau direct \u00een ChatGPT, cu \u00eentreb\u0103ri de tipul: matching (asociere organ-func\u021bie), fill-in-the-blank (completare spa\u021bii) \u0219i o \u00eentrebare deschis\u0103: \u201eExplain in 3 sentences how enzymes help digestion\u201d;<\/li>\n<li>Folosi\u021bi un instrument de evaluare automatizat\u0103 care ofer\u0103 feedback pe rubrici CLIL (con\u021binut corect + limb\u0103 adecvat\u0103);<\/li>\n<li>Elevii primesc sugestii de \u00eembun\u0103t\u0103\u021bire: \u201eGood use of break down, try using nutrients instead of food particles for academic language\u201d.<\/li>\n<\/ul>\n<p>Rezultat: Feedback imediat, f\u0103r\u0103 supra\u00eenc\u0103rcarea profesorului pentru corectarea a 30 de eseuri.<\/p>\n<p><strong>Activitate pentru incluziune<\/strong><\/p>\n<p><em>Scenariu: Lec\u021bia \u201eEcosystems\u201d (Ecosisteme), clasa a XII-a, elevi cu diferite niveluri de cunoa\u0219tere a limbii engleze.<\/em><\/p>\n<p>Utilizare IA:<\/p>\n<ul>\n<li>Genera\u021bi un text despre lan\u021burile trofice la 3 niveluri: simplificat (A2), standard (B1), avansat (B2);<\/li>\n<li>Folosi\u021bi NaturalReader pentru a crea fi\u0219iere audio \u00een englez\u0103;<\/li>\n<li>Elevii ascult\u0103 textul \u00een timp ce urm\u0103resc imagini generate de IA (ex.: diagrame cu produc\u0103tori, consumatori, descompun\u0103tori);<\/li>\n<li>Activitate practic\u0103: elevii creeaz\u0103 propriul ecosistem digital \u0219i \u00eel prezint\u0103 folosind cadre lingvistice: \u201eIn my ecosystem, the ___ is the producer because ___\u201d.<\/li>\n<\/ul>\n<p>De asemenea, aplica\u021biile Padlet, ChatGPT \u0219i Suno pot fi combinate \u00eentr-un proiect interdisciplinar: elevii scriu o poveste despre un ecosistem amenin\u021bat, o transform\u0103 \u00een versuri \u0219i creeaz\u0103 un c\u00e2ntec. Produsul final este prezentat clasei \u0219i evaluat printr-o rubric\u0103 pentru con\u021binut, vocabular \u0219i claritatea mesajului.<\/p>\n<p>Rezultat: Activitatea sprijin\u0103 elevii cu niveluri diferite de competen\u021be lingvistice \u0219i dezvolt\u0103 comunicarea \u0219tiin\u021bific\u0103, inclusiv pentru elevii cu dificult\u0103\u021bi de lectur\u0103.<\/p>\n<p><strong>Concluzii<\/strong><\/p>\n<p>De\u0219i poten\u021bialul este ridicat, profesorii semnaleaz\u0103 diferite provoc\u0103ri: formare insuficient\u0103 \u00een utilizarea pedagogic\u0103 a IA, infrastructur\u0103 tehnologic\u0103 limitat\u0103 \u0219i riscuri etice (dependen\u021b\u0103 excesiv\u0103, lipsa g\u00e2ndirii critice). Inteligen\u021ba artificial\u0103 nu \u00eenlocuie\u0219te expertiza pedagogic\u0103, ci o amplific\u0103: \u00een contextul pred\u0103rii CLIL a Biologiei, aceasta poate deveni un \u201easistent de predare\u201d care sprijin\u0103 diferen\u021bierea, feedbackul \u0219i implicarea elevilor, at\u00e2ta timp c\u00e2t este utilizat\u0103 critic \u0219i etic.<\/p>\n<p>Integrarea activit\u0103\u021bilor asistate de IA \u00een procesul didactic poate avea un impact pozitiv semnificativ asupra elevilor. Activit\u0103\u021bile digitale \u0219i interactive pot cre\u0219te motiva\u021bia \u0219i implicarea elevilor: jocurile, materialele multimedia, sarcinile colaborative, pove\u0219tile animate \u0219i produsele digitale creative le ofer\u0103 acestora posibilitatea de a participa activ la procesul de \u00eenv\u0103\u021bare, nu doar de a primi informa\u021bii. \u00cen acela\u0219i timp, elevii \u00ee\u0219i pot dezvolta competen\u021be esen\u021biale pentru mediul digital actual \u2013 creativitate, colaborare, comunicare, g\u00e2ndire critic\u0103, rezolvarea problemelor \u0219i competen\u021be digitale \u2013, iar IA poate contribui la personalizarea \u00eenv\u0103\u021b\u0103rii, permi\u021b\u00e2nd profesorilor s\u0103 adapteze resursele \u0219i activit\u0103\u021bile la nivelurile \u0219i nevoile diferite ale elevilor.<\/p>\n<p>Men\u021bionez c\u0103 formarea privind utilizarea inteligen\u021bei artificiale \u00een predarea CLIL am ob\u021binut-o prin participarea la cursul \u201eAI for CLIL: Lesson Plans, Resources and Assessment Tools\u201d, organizat de Europass Teacher Academy la Nisa, Fran\u021ba, \u00een perioada 20\u201325 iulie 2026, \u00een cadrul proiectului Erasmus+ 2025-1-RO01-KA121-SCH-000331672 \u2013 Acreditare \u00een domeniul Educa\u021bie \u0218colar\u0103 al Colegiului Na\u021bional \u201eDoamna Stanca\u201d Satu Mare.<\/p>\n<p><strong><em>Bibliografie<\/em><\/strong><\/p>\n<p>Cinganotto, L. (2025). <em>AI-CLIL: Artificial Intelligence for CLIL methodology<\/em>. Status Quaestionis. <a href=\"https:\/\/rosa.uniroma1.it\/rosa03\/status_quaestionis\/article\/view\/19299\">https:\/\/rosa.uniroma1.it\/rosa03\/status_quaestionis\/article\/view\/19299<\/a><\/p>\n<p>EdTech Institute. (2026, 15 mai). <em>AI Tools for English Language Learners in 2026: A Teacher&#8217;s Guide to Translation, Scaffolding, and Multilingual Family Communication<\/em>. <a href=\"https:\/\/edtechinstitute.com\/2026\/05\/15\/ai-tools-for-english-language-learners-2026-teacher-guide\/\">https:\/\/edtechinstitute.com\/2026\/05\/15\/ai-tools-for-english-language-learners-2026-teacher-guide\/<\/a><\/p>\n<p>Libunao, C. D., &amp; Morales, V. A. (2025). AI vs Human Lesson Design: A CLIL and SFL-Based Analysis. <em>Journal of English and Applied Linguistics<\/em>, 4(2). <a href=\"https:\/\/animorepository.dlsu.edu.ph\/jeal\/vol4\/iss2\/9\/\">https:\/\/animorepository.dlsu.edu.ph\/jeal\/vol4\/iss2\/9\/<\/a><\/p>\n<p>Mammadova, K. (2026). AI-Assisted Scaffolding for Inclusive CLIL in Higher Education. <em>EuroGlobal Journal of Linguistics and Language Education<\/em>, 3(1). <a href=\"https:\/\/egarp.lt\/index.php\/EGJLLE\/article\/view\/526\">https:\/\/egarp.lt\/index.php\/EGJLLE\/article\/view\/526<\/a><\/p>\n<p>Pongpanich, W., Jantakoon, T., &amp; Laoha, R. (2026). AI-enhanced Flipped CLIL Models for ESP Education: A Systematic Review in Tourism and Hospitality Contexts. <em>Higher Education Studies<\/em>, 16(1), 234. <a href=\"https:\/\/ccsenet.org\/journal\/index.php\/hes\">https:\/\/ccsenet.org\/journal\/index.php\/hes<\/a><\/p>\n<p>Robotel. (2025). <em>AI for language learning and CLIL from a multilingual perspective<\/em> [prezentare]. <a href=\"https:\/\/www.robotel.com\/language-teaching-workshops\/ai-for-language-learning-and-clil-from-a-multilingual-perspective\">https:\/\/www.robotel.com\/language-teaching-workshops\/ai-for-language-learning-and-clil-from-a-multilingual-perspective<\/a><\/p>\n<p>Rodr\u00edguez Gil, M. E. (2026). <em>Bridging Languages with AI: Innovation in Bilingual Education<\/em> [prezentare]. Zenodo. <a href=\"https:\/\/doi.org\/10.5281\/zenodo.18340248\">https:\/\/doi.org\/10.5281\/zenodo.18340248<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Articolul de fa\u021b\u0103 prezint\u0103 modul \u00een care inteligen\u021ba artificial\u0103 (IA) poate sprijini predarea CLIL (Content and Language Integrated Learning) a biologiei, prin patru scenarii didactice concrete: adaptarea textelor \u0219tiin\u021bifice pe niveluri de limb\u0103 (clasa a IX-a, tema diviziunii celulare), activitatea &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/inteligenta-artificiala-in-predarea-clil-a-biologiei\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1305,1679,1268,1642,1656,793],"tags":[2396],"class_list":["post-15323","post","type-post","status-publish","format-standard","hentry","category-didactica-biologiei","category-educatie-digitala","category-inovatie-didactica","category-inteligenta-artificiala-in-educatie","category-pedagogie-digitala","category-tehnologii-digitale-in-educatie","tag-mirela-precup"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/15323","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=15323"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/15323\/revisions"}],"predecessor-version":[{"id":15355,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/15323\/revisions\/15355"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=15323"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=15323"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=15323"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}