Universitat Internacional de Catalunya
Learning the Natural Sciences, Socials Sciences and Mathematics III
Other languages of instruction: Spanish
Teaching staff
Mariona Graell: e.mail
Introduction
We plan an apprenticeship of the Sciences of Nature, Social Sciences and Mathematics in an interdisciplinary way (not only multidisciplinary) from work for projects and various work tools in response to the need for well-trained teachers. All this, with an educational philosophy integrating the human person and from the capacities to promote an active and significant learning, stimulating, and with the best communication and affective relationships. This subject has 18 ECTS credits taught during the first semester of the 3rd year of Degree in Early Childhood Education. The credits are distributed according to their contents of the following subjects: • Learning of the Sciences of the Nature, Social Sciences and Mathematics I- 6 credits (focused in the field of Sciences) • Learning of the Sciences of Nature, Social Sciences and Mathematics II -6 credits (focused in the field of Mathematics) • Learning of the Sciences of the Nature, of the Social Sciences and the Mathematical III- 6 credits centered in the Work for interdisciplinary projects of CCNN, CCSS and Mathematics The Teaching Guide that deals with covers the objectives, competences methodology and evaluation systems of the subject Learning of the Sciences of Nature, from the Social Sciences and of the Mathematical III that worries to integrate in a single educational action All the other subjects that work in parallel with this area.
Objectives
Work skills analysis and conceptualization.
Work reasoning skills.
Work communication skills.
Work language skills.
Work skills summary.
Work a developed complete project.
Promoting scientific methodology.
Competences/Learning outcomes of the degree programme
- CEM-33 - To know the scientific, mathematical and technological basics of the curriculum of this stage, as well as the theories about acquisition and development of the corresponding knowledge.
- CEM-34 - To be familiar with teaching strategies to develop numerical representations, and to have spatial and geometric notions, as well as of logical development.
- CEM-35 - To understand mathematics as sociocultural knowledge
- CEM-36 - To be familiar with scientific methodology and promote scientific thinking and experimentation.
- CEM-37 - To acquire knowledge on the evolution of thought, customs, beliefs and social and political movements throughout history.
- CEM-38 - To be aware of the most relevant moments in the history of science and technology, and their significance.
- CEM-39 - To draw up teaching proposals related to the interaction of science, technology, society and sustainable development.
- CEM-40 - To promote interest and respect for the natural, social and cultural environment through appropriate teaching projects.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
- CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
- CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
- CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- CG-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
- CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
- CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
- CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
- CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
1 Uses the curriculum as a working tool to develop lesson plans adapted to the context.
2 Knows the different content blocks, integration and distribution activities to program 0-6 years for the development of science.
3 Establishes relationships between learning disabilities and difficulties in language acquisition.
4 Considers prior knowledge in teaching-learning situations.
5 Poses learning strategies tailored to different learning styles of students in science with entrepreneurship.
6 Knows and uses creatively the information technology as a material resource and educational activity for the development of the objectives.
7 Relates and applies the theoretical work situations arising in practice.
8 Links the assessment with the skills and learning outcomes.
9 Analyzes and uses the error as a source of learning science.
10 Develops observation and monitoring guidelines consistent with the proposed activities, quality oriented.
11 Relates students logic with scientific logic.
12 Plans projects quality oriented work involving a cooperative and interdisciplinary work.
13 Considers the assessment of teaching practice as part of the process of teaching and learning.
14 Develops critical thinking through the study and analysis of different approaches to classroom work and appreciates the importance of knowledge of the environment to promote a supportive and critical attitude.
15 Participates in group activities and considers the contributions of colleagues for the benefit of individual and collective learning.
16 Analyzes critically its performance to become aware of their influence on students and improve their competence as a science teacher.
17 Promotes and facilitates teaching and learning contexts in the area of knowledge of science taking student diversity.
18 Is able to participate in the development and monitoring of early childhood education projects as part of school projects in collaboration with the territory and with other professionals and social agents.
19 Is aware of the importance of work values from early childhood education to promote gender equality, equity and respect for human rights.
20 Communicates his/her ideas to others argued and correctly expressed in the language of teaching, oral and written, and is able to represent them using concept maps or other procedures.
21. Knows to interpret and integrate knowledge of English language documents in this matter.
Syllabus
12. Project work: developing basic skills.
15. Student logic to science logic: projects.
16. Characteristics of children's thinking that influence the learning of science.
18. The observation and experimentation as learning situations.
19. Evaluation as regulatory element of science teaching and learning.
Teaching and learning activities
In blended
The methodology will be varied: learning oriented and based on project work, cooperative learning, expository method and solving exercises and problems. Work with different types of training activities: study and group work, workshops, lectures and practices and individual and autonomous study and work.
|
METHODOLOGY |
TRAINING ACTIVITY |
|
Cooperative learning |
Practical classes |
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CET-1 CET-2 CET-3 CET-4 CET-5 CET-6 CET-7 CG-01 CG-02 CG-03 CG-04 CG-09 CG-10 CG-11 | Cooperative learning Project-based learning Presenting method / lecture Problem and exercise solving | Practical classes Theory classes Individual / independent study and work Group study and work Tutorials |
Evaluation systems and criteria
In blended
The assessment of this course is the result of applying the theoretical field of language and literacy, and the scope of experimental science in educational practice with the development of a working methodology that follows work projects.
We evaluate personal progress within a cumulative assessment. VERY IMPORTANT: you take into account the consistency between personal and group notes, to certify the achievement of individual skills.
If you consider that one of the powers has not been achieved, based on the rubrics of the subject it shall be recovered on second call. In this case the test is specific for this competition.
The subject is blended, practical, participative and cooperative.
Assessed all individual and group activities, attendance, participation and cooperation. We will assess the powers of language skills, grammar and spelling.
According to the guidelines of the grade and consistent with the cross development of communicative competence CG2, we'll help with correction in spelling and in drafting in evaluation activities. In this regard they will be returned with an NC those works (no evidence) that show excessive misspellings or illegible written. In the event that no appropriate NC, we will penalize with 0.2 points each serious misconduct observed.
Bibliography and resources
Obligatory:
Martín, X. (2006) Investigar y aprender. Cómo organizar un proyecto. Barcelona, Horsori.
Social Sciences
- BASSEDAS, E.; HUGUET,T i SOLÉ, I. (2001) Aprendre i ensenyar a l’educació infantil. Barcelona: Editorial Graó.
- DEPARTAMENT D’ENSENYAMENT (2008): Currículum segon Cicle d'Educació Infantil. Generalitat de Catalunya.
- HERNÁNDEZ, F; VENTURA, M. (2008). La organización del currículum por proyectos de trabajo. (9a edició). Barcelona: Editorial Octaedro.
- AGUSTÍ, R. (2001). Descoberta de l’entorn natural i social. Generalitat de Catalunya: Xtec.
- ARANDA, A. M. (2003). Didáctica del conocimiento del medio social i cultural.Madrid: Síntesis.
- BRYANTS, S.C. (2008). Com explicar contes. Barcelona: Biblaria.
- CASES, J. i TORRESCASANA, Mª R. (2006). Les TIC a l’Educació Infantil. Barcelona: UOC.
- CEIP FORT PIENC (2007). Picasso i el circ.
- COMELLAS, M. J. (2009) Família i escola: compartir l’educació. Barcelona. Graó.
- DEPARTAMENT D’ENSENYAMENT. Edu365: L’entorn. Generalitat de Catalunya.
- DEPARTAMENT D'ENSENYAMENT. Família i escola. Generalitat de Catalunya.
- DEPARTAMENT D’ENSENYAMENT. Festes Populars. Generalitat de Catalunya.
- DEPARTAMENT D’ENSENYAMENT. L’art romànic a l’educació infantilCEIP Palmera.
- DEPARTAMENT D’ENSENYAMENT. Recursos per a l’educació infantil. Anna Pérez.
- DEPARTAMENT D’ENSENYAMENT. Zona clic medi social. Generalitat de Catalunya..
- HERNÁNDEZ, F (2010). DIM entrevista Fernando Hernández (UB): Trabajo por proyectos.Revista DIM-UAB (Didáctica, Innovación y Multimedia), 17.
- LACENET. Salix i els sentits.
- MAJORAL, S. (2009) Veig tot el món! Créixer junts tot fent projectes. Barcelona: Associació de mestres Rosa Sensat.
- MARTÍNEZ ALDANONDO, J. (2009). DIM entrevista J. Martínez Aldanondo (Catenaria): Conocimiento, aprendizaje y tecnologia. Revista DIM-UAB (Didáctica, Innovación y Multimedia), 15.
- PÉREZ, A i REDONDO, S. (2006). Projectes telemàtics a l’educació primària: un recurs per a transformar l’escola.Barcelona: UOC.
- PIQUÉ, B., COMAS, A. i LORENZO N. (2010). Estratègies de pràctica reflexiva en la formació inicial de mestres d’educació infantil. Barcelona: Graó.
- PUIG DE I. I SÁTIRO, A. (2009) Tot pensant. Recursos per a l’educació infantil. Vic: Eumo.
- PUIG DE I. I SÁTIRO, A. (2009) Tot pensant... Contes. Recursos per a l’educació infantil. Vic: Eumo.
- ROJAS, R. i ROS J. (2011). Sàlix i els sentits. Manresa: Zenobita.
- SANTIVERI, N. (2011). DIM entrevista Noemí Santiveri (UAB): Vídeos educativos. Revista DIM-UAB (Didáctica, Innovación y Multimèdia), 21.
- TORRENTS, J. (2010). DIM entrevista Josep Torrents: Proyectos telemáticos. Revista DIM-UAB (Didáctica, Innovación y Multimedia), 17.
- VALÉRIE, K. (2008). Juegos de áfrica: Juegos tracionales para hacer y compartir. Barcelona: Takatuka.
Natural Sciences
Currículum d’ Educació Infantil. (2008). Departament d’Educació. Generalitat de Catalunya. Segons el Decret 181/2008, de 9 de setembre, pel qual s'estableix l'ordenació dels ensenyaments del segon cicle de l'educació infantil, publicat el 16 de setembre de 2008 al DOGC número 5216.
http://www20.gencat.cat/docs/Educacio/Documents/ARXIUS/curriculum_segon_cicle_infantil.pdf
Bassedas; E., Huguet,T i Solé, I. (2001) Aprendre i ensenyar a l’educació infantil. Edicions Graó: Barcelona.
Abella, R.; Alcázar, V.; Balaguer, L i altres. (2009). Hacemos ciencia en la escuela. Experiencias y descubrimientos. Editorial Graó: Barcelona.
Aranda, A. M. (2003) Didáctica del conocimiento del medio social i cultural.Madrid: Síntesis.
Arribas, T. (coord.) (1992): La educación infantil 0-6 años vol 1. Descubrimiento de sí mismo y del entorno. Editorial Paidotribo: Barcelona.
Castelló J., Garcia P., Sanz M. C. i Tilló T. (2005) Coneixement del medi natural. Fonamentació teoricopràctica. Educació infantil. Departament de Didàctica de les Ciències Experimentals i la Matemàtica. Facultat de Formació del Professorat. Publicacions i Edicions de la Universitat de Barcelona: Barcelona.
Escutia, M. (2009). L’hort escolar ecològic. Graó: Barcelona.
Friedl, A.E.(2000). Enseñar ciencias a los niños. Gedisa: Barcelona.
Hernández, F; Ventura, M. (2000). La organización del currículum por proyectos de trabajo. (9ª edició). Edicions Graó: Barcelona.
Jímenez Albiac, D. (2008). Ciència a un euro: Preguntes, respostes i un munt d’experiements. Ara Llibres: Barcelona.
La Caixa. Fundació. (2008). Fem contes de ciència: recull de les 5 edicions del concurs (2002-2007). Fundació “La Caixa”: Barcelona.
I. Martorell, E.; Vallmitjana, I. (1999). Els petits científics (guia del professor i fitxes dels alumnes). Edebé: Barcelona.
Moll, Blanca (1998). La escuela infantil de 0 a 6 años. Madrid: Anaya.
Palau Valls, E. (2001). Aspectos básicos del desarrollo infantil. La étapa de 0 a 6 años. CEAC: Barcelona.
Trueba Maercano, B. (1999). Talleres integrales en educación infantil. (2na ed). Ediciones de la Torre: Madrid.
II. Solé,C. I Parramón J.Mª. (1984). L’aigua, El foc, L’aire i La terra (5 llibres). Parramón Edicions: Barcelona.
III. Vega, S. (2006). Ciencia 0-3. Laboratorios de ciencias en la escuela infantil. Editorial Graó: Barcelona.
Vila i Mendiburu, I. (1997). Entorn social i familiar i intervenció psicoedagògica. Universitat Oberta de Catalunya: Barcelona.
Xarxa territorial d’educació infantil a Catalunya. (2006). L'educació de 0 a 6 anys avui · Llibre de la Xarxa territorial publicat dins la col·lecció "Temes d'Infància" n.51. de l'AM Rosa Sensat: Barcelona.
Llibres per l’Educació per a la Sostenibilitat a Educació Infantil
ASHBÉ, J. (2000) On va a parar l’aigua?Barcelona: Corimbo.
BRAMI, E. (2000). Como todo lo que nace. Madrid: Kókinos.
BROWN, R. (2003). Diez semillas. València: Brosquil, 2003
CHAMBERS, S. (2002). El xiuxiueig del bosc. Barcelona: Beascoa.
FAUROUX, C. (1998). Les desgràcies d’en Marcel, el mussol. Olivier Melano. Barcelona: Corimbo.
GLIORI, D. (2004). Segur que creixerà? Barcelona: Timun Mas.
LOBE, Mira; KAUFMANN, Angelika. (2000). El manzano. Salamanca: Lóguez.
MARTÍNEZ, R. (2000) En Miquel i les palampalates. Barcelona: Cruïlla. (Contes d’ara; 14)
MARTORELL, E. (2000). Aquest sí, aquest no. Barcelona: La Galera. (Sense mots; 5)
MORICHON, D (1999). Això no és cap problema! Barcelona: Cruïlla.
PIEPER, Ch. (2000). Fent un tomb pel món, Caterina i l’ós. Pontevedra: Kalandraka.
RIUS, Roser. La Petitona va al bosc. Barcelona: Cruïlla, 1998 (La Petitona)
RIUS, Roser.Vamos al bosque. Madrid: SM, 1998 (Pequeña Tina)
ROS, M. (1993). Vamos a cazar un oso. Caracas: Ekaré.
VOLTZ, Ch. (2003). ¿Todavía nada? Pontevedra: Kalandraka. (Libros para soñar)
Web references:
Fem ciència. Espai virtual d'aprenentatge, comunicació i interacció entorn de l'ensenyament de les ciències a l'educació infantil i primària
Centre de Documentació i Experimentació en Ciències. Departament d’Educació. Generalitat de Catalunya. Materials i recursos per a l’ensenyament i aprenentatge de les Ciències Naturals
http://www.edu365.cat/infantil/
Escola Oberta: Educació Infantil.Recursos, materials, jocs i activitats per a l’aprenentatge dels infants.
XTEC. http://www.xtec.es/escola/infantil/index.htm
Xarxa territorial d’educació infantil a Catalunya
El Safreig. Recull d’experiències, materials sobre la descoberta de l’entorn a educació infantil
Web dels infants. .Agenda d’activitats, directori d’entitats, jocs...
Dins el web de l’Ajuntament de Barcelona.
http://bcnweb2.bcn.es:81/NASApp/ifs/ca/html/index.html
La petita malla.Racó de la Diputació de Barcelona amb informació
d’interès sobre activitats i entitats i amb enllaços d’interès.
http://www.lamalla.net/canal/petita_malla/
WAECE.Web de l’Associació Mundial d’Educadors Infantils.
http://waece.org/
UNICEF.Fundació de les Nacions Unides per a la Infància.
http://www.unicef.org/spanish/
Petits investigadors. Blog d’experiències fetes amb els infants
http://hipolit.xtec.cat/blocs/investigadors/2010/02/28/
Dècada per l’Educació per a la Sostenibilitat:
Magazines
Revista de Didàctica de les Ciències Experimentals
Revista Eureka sobre Enseñanza y Divulgación de las Ciencias
http://www.apac-eureka.org/revista
Revista Alambique. Didáctica de las Ciencias Experimentales. Editorial Graó: Barcelona.
Articles
Codina, Mª T. (1993). Niñas y niños de 3 a 6 años y la escuela. Associació de Mestres Rosa Sensat: Barcelona.
Fernández, E. i altres. (1998). Racó a Racó. Activitats per treballar amb nens i nenes de 3 a 8 anys. Col·lecció Dossiers Rosa Sensat: Barcelona.
Puig Rovira, J. Mª. (1999). Feina d’educar (relats sobre el dia a dia d’una escola) Sèrie Rosa Sensat . Edicions 62: Barcelona.
IV. Les sortides: una tècnica i un recurs per a l’estudi del medi. Dossiers Rosa Sensat
Material audiovisual
L’observació i l’experimentació a l’educació infantil (2on cicle) (català /castellà) MEC. Rosa Sensat (Vídeo)