Universitat Internacional de Catalunya
Teaching Biology/Geology 2
Other languages of instruction: English, Spanish,
Teaching staff
Introduction
Pre-course requirements
No prerequisites necessary
Objectives
The subject "Didactics of Biology and Geology II" aims to provide future secondary and high school teachers, professional training and language teaching tools to carry out the educational program as a step prior to the intervention. This subject will help to have an expert use in didactics by assessing the way in which research is carried out by working on contents, strategies and didactic resources and materials for the teaching of Biology and Geology
The main objective is for students to be able to plan, develop and evaluate the teaching-learning process of Biology/Geology subjects, taking into account various strategies, methodologies, materials and technologies.
Competences/Learning outcomes of the degree programme
- 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
- CE02 - Distinguish the mechanisms for detecting and attending to the educational needs of students
- CE03 - Plan the resolution of educational situations that affect students with different abilities and different learning rates; develop proposals based on the acquisition of intellectual and emotional skills and abilities
- CG01 - Formulate reflective and critical, responsible, ethical and respectful judgments about the various protagonists of the educational process (family, school and society)
- CG02 - Analyze and synthesize the information obtained from different environments in order to solve problems or conflict situations, to identify and define the significant elements that constitute a problem to solve it judiciously and effectively
- CG05 - Organize and plan different types of activities, events and situations
- CG06 - Integrate and use Information and Communication Technologies in various fields in an efficient and responsible way
- CG07 - Express themselves in public and make presentations with digital support adapted to the different interest groups of the school context
- CT01 - Critically analyze personal work and use the appropriate resources and strategies for professional improvement
- CT03 - Show ethical and responsible behaviors as a citizen and as a professional
- CT04 - Develop the ability to assess inequalities based on sex and gender, to design mechanisms to achieve real equality, avoiding partial and discriminatory interpretations
- CT05 - Identify strategies to promote gender equality, equity and respect for human rights
Learning outcomes of the subject
Know and use the basic concepts and resources of science teaching to be able to make a global analysis of teaching and learning processes.
Designing Biology and Geology activities assessing their suitability for scientific education.
Classify and know the different factors and theoretical and practical elements that make up the didactic methodology of the discipline.
Correctly apply audiovisual and multimedia means of communication to integrate the most innovative didactic resources in the teaching and learning processes of the subject.
Make innovative transformations in the official curricula into programs of activities and work, so that they become real curricula that are developed in the classroom.
integrate the most innovative teaching resources in the teaching and learning processes of
Select the materials for school use with scientific and didactic criteria.
Classify and know the different theoretical and practical factors and elements that make up the didactic methodology of the discipline.
Identify problems related to learning and propose methodological alternatives that provide solutions to school failure.
Design learning spaces that promote scientific education, respect for human rights, equal rights and opportunities that help decision-making and building a sustainable future.
Syllabus
SUBJECT 1: Teaching model by inquiry as a reference for the development of competence
SUBJECT 2: Learning based on projects in the Biology and Geology classroom
SUBJECT 3: Argumentation and use of tests in the Biology and Geology classroom
SUBJECT 4: Practical work in the construction of scientific knowledge in the Biology and Geology classroom
SUBJECT 5: Cooperative learning
SUBJECT 6: Attention to student diversity
Teaching and learning activities
Online
Learning activities
Fully online modality
Telematic master class
28 hours
Online practical class
5 hours
Forums and virtual debates
2 hours
Study and individual work
75 hours
Work in group
10 hours
Online tutoring
3 hours
total
125 hours
Evaluation systems and criteria
Online
Participation in virtual forums and debates
25%
Virtual portfolio
30%
Educational intervention proposal
25%
Open question 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 collected in the virtual portfolio.
- Elaboration of didactic materials and proposals.
- Examination of open questions.
Bibliography and resources
Bibliography and resources
Ark, M. (1990). Teaching science: how to start: reflections for basic science education. Publisher Paidós.
Good, C. (2015). The new education The challenges and challenges of a teacher today. Publisher Plaza & Janes.
Bueno, D. (2017). Neuroscience for educators. Octahedro Publishing.
Carmen, L. (coord) et al. (1997). The teaching and learning of Natural Sciences in Secondary Education. ICE-Horsori.
Cañal de León, P. (coord.) (2011). Biology and Geology: Supplements for disciplinary training. Graó Publishing.
Cañal de León, P. (coord.) (2011). Didactics of Biology and Geology. Graó Publishing.
Cañal de León, P. (coord.) (2011). Biology and Geology. Research, innovation and good practices. Graó Publishing.
Chalmers, A. F. (2003). What is that thing called science? Publishing Century XXI.
Claxton, G. (1994). Educating curious minds. The challenge of science in school. Visor Publishing.
Driver, R. et al. (1991). Scientific ideas in childhood and adolescence. Ed. purple
González, D., Herrera, J.A. & Vidal, J. (2005). Guide to develop programs and didactic units in Secondary Education. Publisher EOS.
Grade, R. (2010). Other ways of doing science. Alternatives to the secondary classroom. Association of Rosa Sensat Teachers.
Harlem, W. (1998). Science teaching and learning. Morata Publishing.
Jiménez, A. et al. (2004). teach science Graó Publishing.
Oliva-Martínez, J. M., & Acevedo-Díaz, J. A. (2005). Teaching science in primary and secondary today. Some proposals for the future. Eureka magazine on science teaching and dissemination, 2(2), 241-250. http://www.redalyc.org/pdf/920/92020210.pdf
Perales, F. J. (1996). "Evaluation in science teaching". Interuniversity Journal of Teacher Training, 27: 179-188.
Pozo, J.I. & Gómez, M.A. (2006). Learn and teach science: from everyday knowledge to scientific knowledge. Morata Publishing.
Rosado, L. (1986). Models in the processes of science and their comparison. UNED, Madrid.
Sanmartí, N. (2002). Science teaching in compulsory secondary education. Publishing Synthesis Education.
Swartz, R. J., Costa, A. L., Beyer, B. K., Reagan, R. & Kallick, B. (2016). Learning based on thinking: How to develop the skills of the 21st century in students. Editorial SM.
Other resources:
Quequicom documentaries, CCMA.
Still magazine. Graó Publishing.
https://jordidomenechportfolio.wordpress.com/
http://www.raco.cat/index.php/ensenanza
https://science-bits.com/site/es/