Universitat Internacional de Catalunya
Teaching and Learning the Experimental Sciences 1
Other languages of instruction: Spanish
Teaching staff
Tuesdays from 10:00 am to 10:30 am by appointment.
Introduction
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.
Pre-course requirements
It is recommended but not essential, to review the general knowledge about the experimental sciences have been able to receive during secondary education.
Objectives
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.
Competences/Learning outcomes of the degree programme
- 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).
Learning outcomes of the subject
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.
Syllabus
Main environmental problems. Ethical solutions to the environmental crisis: International Summits on Sustainable Development. Concept of Sustainable Development. The ecological footprint, an indicator of the degree of sustainability.
Levels of organization and basics. Basic concepts of physics: mass, volume, density, etc. The states of matter. Mixtures and solutions.
Distribution of water in the earth. Water cycle. Currents and waves. Rivers and aquifers. Main environmental problems related to water (pollution of the sea, rivers, aquifers and drought) and its link with social and economic aspects. Consequences and possible solutions to mitigate them.
Layers of the atmosphere. Atmospheric weather and climate. Climatic factors. Meteorology. Main atmospheric environmental problems and their link with social and economic aspects (climate change and air pollution); possible solutions to mitigate them
Teaching and learning activities
In blended
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 (table 1).
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.
|
Training Activity |
Methodology |
|
Theoretical clases Practical classes Group study and work Individual study and work |
Master Lesson (LM) Projects-oriented Learning (AOP)
|
Evaluation systems and criteria
In blended
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.
|
|
% nota |
Type of Activity |
Date |
|
1. Attendance and participation in the classroom |
15% |
Individual and collective work in the classroom. Punctuality and attention. Contributions and degree of involvement. Read and comment on scientific articles and presentations |
Daily |
|
2.Experimental Lab practices |
25% |
Cooperative and experimental work in heterogeneous groups. |
5 October (18:00-21:00) 23 November (18:00-21:00) |
|
3. Work at home |
15% |
Collective research work. |
|
|
4. Individual written test |
45% |
Individual |
26 October: Topics 1-2 11 January: Topics 3-4 o global |
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