Other languages of instruction: Spanish
From 10:30 am to 11:30 am by appointment.
This subject for prospective teachers of primary school aims to provide an overview of the fundamental contents of the experimental sciences, which will serve as a basis to achieve the maximum utilization of the e. and a. experimental sciences II and III that will be taught in the course. At the same time, through the different theoretical and practical sessions on the subject, will work the specific competences of the experimental sciences, the cross-disciplinary skills and general skills that are listed below.
It is recommended but not essential, to review the general knowledge about the experimental sciences have been able to receive during secondary education.
3.1. Knowing what content should be worked with school children from the stage of primary education according to the current legislation (Royal Decree 126/2014, BOE; Decree 119/2015, DOGC).
3.2. Acquiring the basic knowledge about the experimental sciences necessary to tackle with sufficient solvency of the teaching and learning of subjects in experimental sciences II and III, in which in addition to expand knowledge, there will be special emphasis on the "form" in which this knowledge will be transmitted.
- CEM-25 - To understand the basic principles and fundamental laws of the experimental sciences (physics, chemistry, biology and geology).
- CEM-26 - To be familiar with the school curriculum for these sciences.
- 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.
- 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-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.
- 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).
5.1. Understands the basic principles and fundamental laws of the experimental sciences (physics, chemistry, biology and Earth sciences).
5.2. Knows de curriculum of these sciences.
5.3. Raises and solves problems associated with sciences in daily life.
5.4. Recognizes the influence between science and society and technological development, as well as the behaviour of citizens, to ensure a sustainable future.
5.5. Carries out research work. Looking for sources, quotes authors.
5.6. Learns experimental sciences from real situations.
1. Methods of experimental science. Contributions and limitations of science. Scientific competence and procedures that make it possible.
2. Characteristics of life. Functions of living organisms. Classification of living things. Adaptation and evolution of life.
3. Natural systems. the Earth as a system. The ecosystems and the living beings. Homeostasis.
4. Levels of organization of matter: the universe to Atom. Cycle of matter.
Teaching and learning activities
This subject is designed to combine the theoretical with the practical (table 1). The learning activities are aimed at students to acquire the basic knowledge that will serve as a support for future subjects, so that, you can get the maximum performance.
As a whole, the teaching and learning of subjects in experimental sciences (I, II, and III), are designed in such a way that the contents that have been working in the classroom of elementary school [in the context of the area of the Sciences of nature (Royal Decree, 2014; BOE or knowledge of the Natural Environment (Decree, 2015; DOGC)] were dealing with a level of complexity and depth each time.
At the same time, these contents, which begin in the subject and being fundamentally conceptual, were gradually accompanied by procedures and resources (in the II and III) that develop the skills and attitudes expected of a competent teacher for the exercise of their profession.
Group study and work
Individual study and work
Master Lesson (LM)
Projects-oriented Learning (AOP)
Table 1. Methodology and training activities
Evaluation systems and 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.
Type of activity
Attendance and participation in the classroom (Contributions and degree of involvement as well as appropriate monitoring and attention to the explanations)
Practical work (through ABP and AOP )
AOP: periodic revisions to pinpoint with the tutor
Presentation of the Project: Transversal Sustainability Workshop (November 21th)
Week of examns during class time
Table 2. Evaluation criteria
Bibliography and resources
9.1. Basic bibliography
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.
GENERALITAT DE CATALUNYA. Departament d’Ensenyament (2015): Curriculum Educació Primària.
NIEVES, JM. (2006). Hablemos de ciencia. EDAF.
9.2. 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
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.
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