Universitat Internacional de Catalunya

Curriculum Development for Teaching Biology/Geology

Curriculum Development for Teaching Biology/Geology
4
14567
1
First semester
op
Main language of instruction: Catalan

Other languages of instruction: English, Spanish,

Teaching staff


Ms. MARTÍNEZ GONZÁLEZ, Jose Antonio - jamartinez@uic.es

By e-mail: jamartinez@uic.es

Introduction

The course Curriculum Development in the Teaching of Biology/Geology aims to analyze and understand the regulatory and pedagogical framework that governs the teaching of sciences in compulsory secondary education and the baccalaureate in Catalonia. It addresses the legal and curricular foundations established by LOMLOE (Organic Law 3/2020), the Royal Decree 243/2022, of April 5, on the organization and minimum curricula of the baccalaureate, and the Catalan decrees that specify this framework: Decree 175/2022, of September 27, on the organization of basic education (ESO) and Decree 171/2022, of September 20, on the organization of baccalaureate education.

The course delves into the elements of the curriculum (key competences, specific competences, knowledge, assessment criteria, and learning situations) and their concrete application to Biology and Geology, integrating perspectives of inclusion, sustainability, and gender equality as set forth in the regulations. It also examines the social function of the curriculum in relation to social cohesion, education for democratic citizenship, and sustainable development, as established in the LEC (Law 12/2009, on Education in Catalonia) and related decrees.

Finally, the course fosters the ability to design, implement, and evaluate competence-based teaching units in Biology and Geology, adapted to both ESO and Baccalaureate, ensuring pedagogical coherence and alignment with the current competence-based educational approach.

Pre-course requirements

No pre-course requirements are necessary.

Objectives

The course Curriculum Development in the Teaching of Biology/Geology aims to:

  1. Analyze the current regulatory and curricular framework (LOMLOE, Royal Decree 243/2022, Decree 175/2022, and Decree 171/2022) and understand its specific application to the teaching of Biology and Geology in ESO and Baccalaureate.

  2. Understand and interpret the elements of the curriculum: key competences, specific competences, knowledge, assessment criteria, and learning situations, with a special focus on Biology and Geology.

  3. Understand the social role of the curriculum, assessing its impact on inclusion, equal opportunities, sustainability, and social cohesion, in accordance with the LEC and the Catalan decrees of organization.

  4. Develop the ability to plan and design competence-based teaching units, adapted to different educational levels (ESO and Baccalaureate), integrating interdisciplinary and contextualized approaches.

  5. Apply current pedagogical principles that encourage personalized learning, critical and scientific thinking, and active student participation in their learning process.

  6. Reflect on the teacher’s role in the implementation of the curriculum, enhancing guidance, formative assessment, and adaptability to diverse student needs.

  7. Promote an ethical and critical perspective on science education, linking Biology and Geology knowledge to global and local challenges, especially those related to health, the environment, and sustainable development.

Competences/Learning outcomes of the degree programme

  • CE06 - Apply resources and information strategies, tutoring and academic and professional orientation; promoting actions of emotional education and education in values
  • CE07 - Relate education with the social environment, understanding the educational function of the family and the community, both in the acquisition of skills and learning and in education in respect of rights and freedoms, in equal rights and opportunities between men and women. women and equal treatment and non-discrimination of people with disabilities
  • CE09 - Identify the constitutive elements of human nature and the centrality of the person to understand and carry out a comprehensive education
  • CE10 - Determine the educational and cultural value of language and literature, its history and development in order to transmit a deep vision of them
  • CE12 - Identify the curricular contents of the subjects related to the corresponding teaching specialization, as well as the body of didactic knowledge around the respective teaching and learning processes
  • CE13 - Specify the curriculum to be implemented in a teaching center by participating in its collective planning; develop and apply both group and personalized didactic methodologies, adapted to the diversity of students
  • CG01 - Formulate reflective and critical, responsible, ethical and respectful judgments about the various protagonists of the educational process (family, school and society)
  • CG03 - Integrate and collaborate actively in the achievement of common objectives with other people, areas and organizations
  • CG04 - Present ideas orally and in writing, adapting to different communication styles and types of activities
  • CG05 - Organize and plan different types of activities, events and situations
  • 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
  • CT02 - Work in a team and develop attitudes of participation and collaboration as an active member of society
  • CT04 - Develop the ability to assess inequalities based on sex and gender, to design mechanisms to achieve real equality, avoiding partial and discriminatory interpretations
  • CT06 - Promote inclusive situations and environments for Sustainable Development, creating effective, responsible and inclusive contexts at all levels

Learning outcomes of the subject

  1. Organize and systematize the curricular contents.
  2. Develop principles and techniques that allow planning, developing and evaluating the teaching and learning process.
  3. Attend to special educational needs by applying teaching proposals and methodologies adapted to the diversity of students.
  4. Incorporates and integrates new strategies, teaching materials and technologies into classroom activities in the teaching-learning process.
  5. Applies evaluation strategies and techniques as instruments of regulation and learning.
  6. Analyzes and evaluates models, educational programs and methodologies for teaching biology/geology.
  7. Program classroom activities to promote the development of scientific skills.
  8. Design innovative teaching proposals in the scientific field.
  9. Use non-sexist resources and alternatives to stimulate thought, as well as to organize classrooms and other work and coexistence spaces.
  10. Promotes equal rights and opportunities for male and female students.

Syllabus

Topic 1. Scientific knowledge, school science, and the teaching of science in Compulsory Secondary Education and Baccalaureate

  • Scientific knowledge as a social and historical construction.

  • Characteristics of the scientific method and its adaptation to the classroom.

  • School science: from the transmission of concepts to the active construction of knowledge.

  • The role of Biology and Geology in students’ scientific education.

  • Purposes of science education in compulsory and post-compulsory stages according to current regulations.

Topic 2. Scientific competence and professional competence in the teaching of Biology and Geology

  • Definition and components of scientific competence according to LOMLOE and Catalan decrees.

  • Competence-based learning and its application in experimental sciences.

  • Development of scientific skills: observation, experimentation, data analysis, and communication of results.

  • Professional competence of teachers in Biology and Geology: planning, innovation, and assessment.

Topic 3. The Biology and Geology curriculum in Compulsory Secondary Education

  • The regulatory framework: Decree 175/2022 on the organization of basic education.

  • Specific competences, knowledge, and assessment criteria in Biology and Geology for ESO.

  • Methodological strategies for developing competence-based learning.

  • Community service and the connection with the environment as a curricular element.

  • Design and implementation of learning situations in ESO.

Topic 4. The Biology and Geology curriculum in Baccalaureate

  • The regulatory framework: Decree 171/2022 on the organization of Baccalaureate and Royal Decree 243/2022.

  • Purposes and objectives of Biology and Geology teaching in Baccalaureate.

  • Specific competences, knowledge, and assessment criteria in 1st and 2nd year of Baccalaureate.

  • The Research Project and its relation to scientific competence.

  • Contextualization and deepening in biological and geological sciences as preparation for higher education.

Topic 5. Transversal competences, planning of learning situations, and Individual Support Plan

  • Key and transversal competences (digital, civic, entrepreneurial, learning to learn, etc.).

  • Transversality in science education: health education, sustainability, and global citizenship.

  • Design and sequencing of integrative and contextualized learning situations.

  • Coordination with tutorial action and the Orientation Department (DOIP).

  • The Individual Support Plan (PI) as a tool for inclusion and personalized attention.

Teaching and learning activities

Online



Methodology

Master class

 

Practical class

 

Exercises and questions resolution 

 

Project-based learning

  

Teaching and learning activities

On-line master class

 24 hours

On-line practical class

 4 hours
On-line forum and discussion 1 hour
Study and individual assignment 63 hours
Team work 6 hours
On-line tutoring 2 hours
Total 100 hours

 

Evaluation systems and criteria

Online



Continuous Assessment (60%)

  • Includes the different formative activities carried out throughout the semester.

  • Covers:

    • Submission of online assignments.

    • Design of an educational intervention proposal.

    • Active participation in activities and discussions.

  • This component reflects the student’s engagement and progress during the course.

Final Assessment (40%)

  • Consists of two written exams:

    • Multiple-choice test. 10% of the final grade.

    • Open-ended questions exam. 30% of the final grade.

  • To pass the course, students must achieve a minimum average score of 5.0 across both final exams.

Bibliography and resources

Basic and Complementary Bibliography

  • Cañal, P. (2011). Didactics of Biology and Geology. Ministry of Education, Culture and Sport of Spain. Barcelona: Graó.

  • Cañal, P. (2011). Biology and Geology 2. Disciplinary Training Complements. Ministry of Education, Culture and Sport of Spain. Barcelona: Graó.

  • Couso, D., Jiménez-Liso, R. (coords.), et al. (2020). Teaching Science with Science. Madrid: Fundación Lilly; FECYT. Available at: https://ddd.uab.cat/record/220343

  • Domènech, J. (2019). Project-based learning, practical work and controversies. 28 proposals and reflections for teaching Science. Marta Mata Pedagogy Award 2018. Barcelona: Rosa Sensat.

  • Fernández, J. (2021). Educating in Complexity. Barcelona: Plataforma Actual.

  • Furman, M. (2022). Teaching Differently. Clave Intelectual.

  • Morales, M. & Fernández, J. (2022). Formative Assessment. Madrid: SM Educational Innovation Library.

  • Ruiz-Martín, H. (2021). How We Learn. Barcelona: Graó.

  • Sanmartí, N. (2002). Didactics of Science in Secondary Education. Madrid: Síntesis Educación.

  • Sanmartí, N. (2010). Ten Ideas on Assessment. Barcelona: Graó.

  • Zabala, A. & Arnau, L. (2015). Didactic Methodology: Competence-Based Learning. Barcelona: Graó.

  • Gil Pérez, D. & Vilches, A. (2006). Teaching Science in Secondary Education. Madrid: Síntesis.

  • Porlán, R. (2018). Scientific Knowledge and the Teaching of Science. Seville: Díada.

  • Harlen, W. (2010). Principles and Big Ideas of Science Education. Barcelona: OREALC/UNESCO.

  National and Regional Regulations in Education

  • Organic Law 2/2006, of May 3, on Education (LOE).

  • Organic Law 3/2020, of December 29, amending LOE (LOMLOE).

  • Law 12/2009, of July 10, on Education of Catalonia (LEC).

  • Organic Law 3/2022, of March 31, on the organization and integration of Vocational Training.

  • Decree 150/2017, of October 17, on educational support within an inclusive educational system.

  • Decree 175/2022, of September 27, on the organization of basic education (ESO).

  • Decree 171/2022, of September 20, on the organization of Baccalaureate education.

  • Royal Decree 217/2022, of March 29, establishing the organization and minimum curricula of ESO.

  • Royal Decree 243/2022, of April 5, establishing the organization and minimum curricula of Baccalaureate.

  • Royal Decree-Law 31/2020, of September 29, on urgent measures in non-university education.

  • Order EDU/186/2021, of September 23, amending the curricula of initial Vocational Training cycles.

  European and International Reference Documents

  • Council of the European Union (2018). Recommendation on Key Competences for Lifelong Learning. Brussels.

  • UNESCO (2015). Education 2030. Incheon Declaration and Framework for Action. Paris: UNESCO.

  • UNESCO (1989). Convention on the Rights of the Child. New York: United Nations.

  • UN (2015). 2030 Agenda for Sustainable Development.

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