Universitat Internacional de Catalunya - Barcelona

Teaching and Learning the Experimental Sciences 2

• code 10609
• course 2
• term Semester 2
• type OB
• credits 6

Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Head instructor

Dra. Mª Teresa GOTSENS - mtgotsens@uic.es
Dra. Mónica FERNÁNDEZ - mfernandezm@uic.es
Dr. Santiago GRIJALVO - sgrijalvo@uic.es

Office hours

From 10:00 am to 10:30 am by appointment.

This course for prospective teachers of primary school tries to make an approach and a deepening of scientific knowledge that will work in the primary, as the learning resources in order to achieve the basic competencies of the natural sciences.

On the Teaching and Learning of Experimental Sciences II will work the contents: the biosphere and the people and health.

Through the activities of the course is to work the specific competences of the Teaching and Learning of Experimental Sciences: Raising and solving scientific problems; Designing experiments, organizing tasks and interpret the results; Observing and identify evidence. Data recording and processing of the same; Designing activities to develop the ability of observation in detail; Working inductive and deductive methodology; Analyzing with discernment information and data; Acquiring breadth and depth of scientific knowledge; Making a proper use of scientific language and rigorous; Seeing the scientific knowledge as a dynamic process and with the lack of methodological specificity; Using with skill of laboratory materials and instruments; Using with skill of instruments and guides of the field; Knowing the different natural science teaching resources: web sites, museums and scientific institutions and the educational offer of the natural sciences at primary school.

It is advisable to review the scientific knowledge that have been studied in secondary education. It is recommended to have a single scientific training project from the shortcomings that everyone has and also their interests and personal qualities. Teachers of the course we offer to make a personalized academic advising in this task.

3.1. Knowing "what" must learn from this area boys and girls of primary, according to the curriculum framework (LOE, 2006; OFFICIAL GAZETTE, 2007; LOMCE 2013).

3.2. Knowing “how” you have to learn:

- Reflecting on one's own way of understanding this teaching.
- Knowing the different ways of understanding the science over the years and the educational implications of this fact.
- Familiarizing yourself with the current trends.
- Being critical and reflective about the current way to carry out a science class, and know how to make improvement proposals, if necessary.
- Working on the specific competences of the experimental sciences.

3.3. Achieving the competencies and learning outcomes that are specified below.

• CEM-25 - To understand the basic principles and fundamental laws of the experimental sciences (physics, chemistry, biology and geology).
• CEM-27 - To consider and resolve problems associated with science in daily life.
• CEM-28 - To value the sciences as a cultural item.
• CEM-29 - To recognize the mutual influences of science, society and technological development, as well as pertinent citizen behaviour, in attaining a sustainable future.
• CEM-30 - To develop and evaluate curriculum content through appropriate teaching resources, and to promote the acquisition of basic skills by pupils.
• 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).
• 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-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.

5.1. Understands the basic principles and fundamental laws of the experimental sciences (physics, chemistry, biology and Earth sciences).
5.2. Raises and solves problems associated with Sciences in daily life.

5.3. Values sciences as a cultural fact and in continuous review.
5.4. Develops and evaluates the contents of the curriculum through appropriate teaching resources and promotes the acquisition of basic skills in students.
5.5. Recognizes the influence between science and society and technological development, as well as the behaviour of citizens, to ensure a sustainable future
5.6. Carries out research work. Looking for sources, authors, makes conclusions with rigor.
5.7. Knows the different evaluation criteria and applying them to know their stuff.
5.8. Analysing different didactic models of experimental sciences throughout history and knows how to apply them in specific contexts.
5.9. Learns experimental sciences from daily situations.
5.10. Designs different teaching strategies in order to understand complex issues.

0- Introduction: The Primary School curriculum

I- Biosphere. The world of living beings:

• Cellular metabolism: catabolism ana anabolism
• Functions of nutrition, relationship and reproduction of plants.
• Functions of nutrition, relationship and reproduction of animals.

II- People and health:

• Nutrition. Types of foods. Healthy diet.
• Systems that are involved in the function of nutrition: digestive, respiratory, circulatory and excretory.
• The coordination and the relationship: locomotor, hormonal and nervous.
• Reproduction and human affection.

The subject is designed to combine the theoretical with the practical and procedural (table 1). The learning activities are oriented so that the student acquires the knowledge and learning resources for your professional life as a teacher.

Throughout the course, we will complement the individual work with the community, reading, reflection and study, with the practice both in the classroom and outside the classroom. It is the Primary medium of knowledge of Curriculum, focusing especially with the scientific competencies (knowledge of the Natural Environment). 

In order that the knowledge is not only theoretical, in the classroom will work different methodologies and each student will also be master of others. So we can all learn knowledge, resources, ideas, and reflections from the practice about the teaching of teaching sciences.

Table 1. Methodology and training activities

Table 2. Evaluation criteria

The weighting of the various parts will be shown in the table 2. You will need a 4.5 at least on each side to make the weighted average.

Basic bibliography

ALBADALEJO, C., i altres (1993). La ciència a l’aula. Activitats

CAÑAL P. (Coord); de Pro, Pedrinaci;  Pujol; Márquez, del Carmen; Martínez,  Aleixandre i  Sanmartí. (2011). Didáctica de la Biología y la Geología. Ministerio de Educación. Graó. Vol II. Primera edició.

CAÑAL P. (Coord); Rivero, Wamba; Giordan; Sendra,  Gil; Vilches; Membiela,  Pedrinaci;  Gil; Fernández,  Hueto; Alfaro; Barberá i  Brusi. (2011). Ministerio de Educación. Graó. Vol I. Primera edició.

CAÑAL P. (Coord);Mellado;  Gutiérrez; Jaén;  Luna;  Hernández;  Perales;  Ojeda;  De Pro; Cano. (2011). Biología y Geología. Investigación, innovación y buenas prácticas. Ministerio de Educación. Graó. Vol III. Primera edició.

CURTIS, H.Barnes, Scnek, Massarini. (2008). Biologia. Editorial Médica Panamericana (7ª edición en español). Buenos Aires.

DE REGGIO EMILIA (2002). La inteligencia se construye usándola. Madrid. Morata-MEC.

GENERALITAT DE CATALUNYA. Departament d’Ensenyament (2007): Curriculum Educació Primària.

GIL, D. et al. (1991). La enseñanza de las ciencias en la educación secundaria. Barcelona. Horsori; ICE U.B.

GIORDAN, A. i DE VECCHI, G. (2002). Guía práctica para la enseñanza científica. Diada Editores.

NIEVES, JM. (2006). Hablemos de ciencia. EDAF.

OSBORNE, P.; FREYBERG, R. (1991). El aprendizaje de las ciencias. Implicaciones de la ciencia de los alumnos. Madrid. Narcea.

Perales FJ. (coord.), Cañal P. (coord.) (2000). Didáctica de las ciencias experimentales: teoría y práctica de la enseñanza de las ciencias. Marfil.

PORLAN, R.; GARCIA, J.E.; CAÑAL, P. (1988) Constructivismo y enseñanza de las Ciencias. Sevilla. Diada Editoras.

POZO, J.I. (1987) Aprendizaje de la ciencia y pensamiento causal. Madrid. Visor.

Bibliography of extension

AYLLÓN, J.R. i RICO, O (2012). La pel·lícula de la vida. Casals. Barcelona,

CODINA, E. (2008). Fem contes de ciència. Barcelona. Fundació la Caixa

CORNELLA, A (2009) Fòssils urbans de Barcelona (Guia). Col•legi de Geòlegs de Catalunya.

FRANQUESA, T i altres (1998). Hàbitat. Barcelona. Institut d’Educació. Ajuntament de Barcelona.

FISHER, L. (2004). Cómo mejorar una galleta. La ciencia en la vida cotidiana. Mondadori.

FOLCH, R., FRANQUESA, T. & CAMARASA, J.M. (1984). Vegetació. Història Natural dels Països Catalans. vol 7. Ed. Enciclopèdia Catalana. Barcelona.

HARLEM, W. (1989) Enseñanza de las ciencias. Madrid. Morata-Mec.

HERNANDEZ, F.; SANCHO, J.M. (1989) Para enseñar no basta con saber la asignatura. Barcelona. Laia.

MARCO, B. (1992) Historia de la ciencia. Los científicos y sus descubrimientos. Madrid. Narcea-MEC.

MARGULIS, Lynn; SAGAN, D. (1996). ¿Qué es la vida? Tusquets Editores

Didactics of experimental sciences journals

• Journal of Science Teacher Education
• American Biology Teacher
• Electronic Journal of Science Education
• Eurasia Journal of Mathematics, Science & Technology Education
• International Journal of Science and Mathematics Education
• International Journal of Science Education
• Journal of Biological Education
• Journal of Research in Science Teaching
• Journal of Science Education
• Journal of Science Education and Technology
• The Science Teacher
• Enseñanza de las Ciencias (Institut de Ciències de l’Educació (UAB)
•  Aula de Innovación Educativa (Editorial Graó)
•  Alambique (Didàctica de les Ciències Experimentals, Editorial Graó)