Universitat Internacional de Catalunya
Teaching Biology/Geology 1
Other languages of instruction: English, Spanish,
Teaching staff
Dr. De Marfà Taillefer, Roger Joan
rjdemarfa@uic.es
Introduction
The didactic subject of Biology/Geology I aims to provide students with the knowledge and necessary resources to properly teach Biology/Geology subjects in ESO and Baccalaureate. The subject will work on various didactic models and resources as well as the programming of didactic units and the evaluation of learning, always against the background of the latest neuroscience research.
Pre-course requirements
There are no prerequisites required.
Objectives
The main objective for students is to be able to plan, develop and evaluate the teaching-learning process of Biology/Geology subjects, considering different strategies, methodologies, materials and technologies.
Competences/Learning outcomes of the degree programme
- CB06 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and / or application of ideas, often in a research context
- CB07 - That students know how to apply the knowledge acquired and the ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study
- CB09 - That students know how to communicate their conclusions - and the knowledge and ultimate reasons that support them - to specialized and non-specialized audiences in a clear and unambiguous way
- CB10 - That students know how to apply the learning skills that allow them to continue studying in a largely self-directed or autonomous way
- CE12 - Identify the curricular contents of the subjects related to the corresponding teaching specialization, as well as the body of didactic knowledge around the respective teaching and learning processes
- CE13 - Specify the curriculum to be implemented in a teaching center by participating in its collective planning; develop and apply both group and personalized didactic methodologies, adapted to the diversity of students
- CE14 - Apply innovative teaching proposals, critically analyzing the performance of teaching, good practices and guidance using quality indicators in the field of specialization studied
- CE15 - Apply basic educational research and evaluation methodologies and techniques and be able to design and develop research, innovation and evaluation projects
- CG03 - Integrate and collaborate actively in the achievement of common objectives with other people, areas and organizations
- CG04 - Present ideas orally and in writing, adapting to different communication styles and types of activities
- CG05 - Organize and plan different types of activities, events and situations
- CT01 - Critically analyze personal work and use the appropriate resources and strategies for professional improvement
- CT02 - Work in a team and develop attitudes of participation and collaboration as an active member of society
Learning outcomes of the subject
- Develops principles and techniques that allow planning, developing and evaluating the teaching process.
- Incorporates and integrates new strategies, didactic materials and technologies into classroom activities in the teaching - learning process.
- Apply assessment strategies and techniques as instruments of regulation and learning.
- Analyzes and evaluates models, educational programs and methodologies for teaching Biology/Geology.
- Schedule classroom activities to promote the development of subject - specific skills.
- Designs innovative teaching proposals in the field of Biology/Geology.
Syllabus
- Students' conceptions and models of the natural world and its role in science teaching and learning.
- Didactic models for the teaching - learning of science.
- Resources and activities for the teaching - learning of science.
- Programming of teaching units.
- The evaluation of learning in the specialty of Biology and Geology.
- Neuroscience applied to education.
Teaching and learning activities
Online
The teaching methodology includes online theoretical classes, practical classes, solving exercises and questions, and project - based learning. During the classes, knowledge will be transmitted to the student, topics of teaching interest will be discussed and different tasks will be carried out, such as thinking routines and conceptual maps.
Formation activities:
|
Online Master Class |
22 h |
|
Online practical class |
4 h |
|
Virtual forums and debates |
1 h |
|
Online tutoring |
2 h |
|
Team work |
6 h |
|
Asynchronous Master Class |
3 h |
|
Study and individual work |
63 h |
Evaluation systems and criteria
Online
Evaluation systems:
|
Participation in virtual forums and debates |
25% |
|
Virtual portfolio |
30% |
|
Educational intervention proposal |
25% |
|
Open questions exam |
20% |
Evaluation criteria:
- Class attendance, student interest and participation in forums and debates.
- Quality of the activities and practical work that will be carried out in class and that will be included in the virtual portfolio.
- Preparation of teaching materials and proposals.
- Open questions exam.
Bibliography and resources
Arca, M. (1990). Enseñar ciencia : cómo empezar : reflexiones para una educación científica de base. Editorial Paidós.
Bona, C. (2015). La nueva educación. Los retos y desafíos de un maestro de hoy. Editorial Plaza & Janes.
Bueno, D. (2017). Neurociencia para educadores. Editorial Octaedro.
Carmen, L. (coord) et al. (1997). La enseñanza y el aprendizaje de las Ciencias de la Naturaleza en la Educación Secundaria. ICE-Horsori.
Cañal de León, P. (coord.) (2011). Biología y Geología: Complementos de formación disciplinar. Editorial Graó.
Cañal de León, P. (coord.) (2011). Didáctica de la Biología y Geología. Editorial Graó.
Cañal de León, P. (coord.) (2011). Biología y Geología. Investigación, innovación y buenas prácticas. Editorial Graó.
Chalmers, A. F. (2003). ¿Qué es esa cosa llamada ciencia? Editorial Siglo XXI.
Claxton, G. (1994). Educar mentes curiosas. El reto de la ciencia en la escuela. Editorial Visor.
Driver, R. et al. (1991). Ideas científicas en la infancia y la adolescencia. Ed. Morata.
González, D., Herrera, J.A. & Vidal, J. (2005). Guía para elaborar programaciones y unidades didácticas en la Educación Secundaria. Editorial EOS.
Grau, R. (2010). Altres formes de fer ciència. Alternatives a l'aula de secundària. Associació de Mestres Rosa Sensat.
Harlem, W. (1998). Enseñanza y aprendizaje de las ciencias. Editorial Morata.
Jiménez, A. et al. (2004). Enseñar ciencias. Editorial Graó.
Oliva-Martínez, J. M., & Acevedo-Díaz, J. A. (2005). La enseñanza de las ciencias en primaria y secundaria hoy. Algunas propuestas de futuro. Revista Eureka sobre enseñanza y divulgación de las ciencias, 2(2), 241-250. http://www.redalyc.org/pdf/920/92020210.pdf
Perales, F. J. (1996). “La evaluación en la enseñanza de las ciencias”. Revista Interuniversitaria de Formación del Profesorado, 27: 179-188.
Pozo, J.I. & Gómez, M.A. (2006). Aprender y enseñar ciencia: del conocimiento cotidiano al conocimiento científico. Editorial Morata.
Rosado, L. (1986). Modelos en los procesos de la ciencia y su contrastación. UNED, Madrid.
Sanmartí, N. (2002). Didàctica de las ciencias en la educación secundaria obligatoria. Editorial Sintesis Educacion.
Swartz, R. J., Costa, A. L., Beyer, B. K., Reagan, R. & Kallick, B. (2016). El aprendizaje basado en el pensamiento: Cómo desarrollar en los alumnos las competencias del siglo XXI. Editorial SM.
Documentals Quèquicom, CCMA.
Revista Alambique. Editorial Graó.
https://jordidomenechportfolio.wordpress.com/