Universitat Internacional de Catalunya

Learning the Natural Sciences, Socials Sciences and Mathematics I

Learning the Natural Sciences, Socials Sciences and Mathematics I
6
9638
3
First semester
OB
Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Teaching staff


Dra. GOTSENS BELLART, Mª Teresa - mtgotsens@uic.es

Hours: To be arranged with the teacher.

Introduction

In the event that the health authorities announce a new period of confinement due to the evolution of the health crisis caused by COVID-19, the teaching staff will promptly communicate how this may effect the teaching methodologies and activities as well as the assessment.


DURING THE 20-21 COURSE, AND DUE TO THE CONDITIONS IMPOSED BY THE HEALTH SITUATION RELATED TO COVID 19, THIS SUBJECT WILL BE TAUGHT IN TWO DIFFERENT MODALITIES FOR THE MORNING AND AFTERNOON SHIFTS.

IN THE MORNING SHIFT, THE MODE WILL BE SEMI-PRESENT AND IN THE AFTERNOON SHIFT IT WILL BE TOTALLY ONLINE. IN BOTH CASES, THE PROPOSED ACTIVITIES WILL BE THE SAME.

TAKING INTO ACCOUNT THAT, BECAUSE OF THE IMPOSSIBILITY OF SHOWING TWO MODALITIES IN THE SAME TEACHING GUIDE, THE TRAINING ACTIVITIES AND THE EVALUATION ACTIVITIES THAT WILL BE CARRIED OUT AT NIGHT WILL ALL BE IN ONLINE FORMAT.


We propose a learning Natural Science, Social Sciences and Mathematics interdisciplinary way from project work and various work tools in response to the need for trained teachers. All this, with an inclusive educational philosophy of the human person and from the capacity to promote an active and significant, stimulating learning and better communication and affective and effective relationships.

This course has 18 ECTS credits taught during the first semester of 3rd year Degree in Early Childhood Education. The transferred are distributed according to the contents of the following subjects:

  • Learning of Natural Science, Social Sciences and Mathematics I- 6 credits (centered in the field of Sciences)
  • Learning of Natural Science, Social Sciences and Mathematics II -6 credits (centered in the field of mathematics)
  • Learning of Natural Science, Social Sciences and Mathematics III 6 credits Work focused on interdisciplinary projects of NPPs, CCSS and Mathematics

The teaching guide one in question covers the objectives, competencies, methodology and systems and evaluation criteria of the Learning subject of Natural Science, Social Sciences and Mathematics and develops the foundations of the development of thought scientist in child education and teaching.

The natural sciences and social favor in the child observation, discovery and understanding of the elements that surround it.

Language: English

 

Objectives

  • Promoting scientific methodology.
  • Develop skills of analysis and conceptualization. 
  • Develop reasoning skills. 
  • Develop communication skills.
  • Develop educational technology skills.


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-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-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-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-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.

Learning outcomes of the subject


LO

LNSC&M I

LNSC&M II

LNSC&M III

1. Uses the curriculum as a working tool to develop lesson plans adapted to the context. 

x

x

x

2. Knows the different content blocks, their integration and distribution, to program activities for 0-6 years for the development of science. 

x

x

x

3. Establishes relationships between learning disabilities and difficulties in language acquisition. 

 

x

 

4. Considers the importance of prior knowledge in teaching-learning situations

x

x

x

5. Poses learning strategies tailored to different learning styles of students in science, with entrepreneurship. 

x

x

x

6. Knows and uses creatively, information technology as a material resource and as an educational activity for the development of the objectives. 

x

 

x

7. Relates and applies theoretical work in situations arising in practice. 

x

x

x

8. Links the assessment with the skills and learning outcomes. 

x

x

x

9. Analyzes and uses error as a source of learning science. 

x

x

x

10. Develops quality oriented, observation and monitoring guidelines consistent with the proposed activities. 

x

x

x

11. Connects students’ logic with scientific logic

x

x

x

12. Plans quality-oriented projects which include cooperative and interdisciplinary work. 

 

 

x

13. Considers the assessment of teaching practice as part of the process of teaching and learning. 

x

x

x

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. 

x

 

x

15. Participates in group activities and considers the contributions of colleagues for the benefit of individual and collective learning. 

x

x

x

16. Analyzes, critically, professional performance to become aware of their influence on students and improve their competence as a science teacher. 

x

 

x

17. Promotes and facilitates teaching and learning contexts in the area of scientific knowledge, taking into consideration student diversity. 

x

 

x

18. Is able to participate in the development and monitoring of early childhood education projects as part of school projects, and in collaboration with the territory and with other professionals and social agents. 

 

 

x

19. Is aware of the importance of learning values during early childhood education to promote gender equality, equity and respect for human rights

x

x

x

20. Communicates his/her oral and written ideas to others, argued and correctly expressed, in the language of instruction, and is able to represent them using concept maps or other procedures. 

x

x

x

21. Knows how to interpret and integrate knowledge of English language documents in this subject.

 

 

 

Syllabus

LEARNING NATURAL AND SOCIAL SCIENCE 

8.   Diversity as pedagogical and educational condition.
9.   Atterns and trends in education: classroom dynamics and learning of science.
10. Types of activities: organizational arrangements and resources.
11. Game as research.
13. The ecological perspective: the importance of family-school relationship.
14. Programming natural, social and cultural environment areas
16. Characteristics of children's thinking that influence the learning of science.
17. The global perception: The education of the senses and the processing of information.
18. Observation and experimentation in learning situations.
19. Evaluation as a regulatory element of the teaching and learning of science.

 

Teaching and learning activities

In blended



From a global point of view, the three parts of the subject will be taught simultaneously. Theory and practice will be integrated during the teaching experience. 

Learning Natural and Social Sciences

Class methodology will be varied: cooperative learning, presentations, exercises and problem solving. We will be learning through a variety of methods: case studies, practical and theoretical experiences, individual and group practice, workshops, and autonomous work and study

Regarding virtual sessions, we will continue to work through interaction and participation, both in a synchronic and anachronic manner. 

Failure to deliver the projects and assigned work will result in immediate failure of the class.


Evaluation systems and criteria

In blended




Given that the DT (double degree) of afternoon shift is online there will be some small changes in the percentages of assessment activities which are as follows:

1)  Individual work. (40%)

2)  Group work. (50%)

3)  Attendance and active participation in class. (10%)

 


Course attendance is mandatory.

Class methodology is practical, cooperative and interactive.

All individual and group activities, both synchronic and anachronic, will be evaluated; as well as cooperation, participation and attendance in this manner:

1)      Active participation in class (25%)

2)     Class activities and homework (25%)

3)     Assigned work & projects (50%)

  • To complete and pass this course, each of these three areas must be passed.

  • During each activity and class participation: 80% will be assigned to subject content and 20% to English language

  • According to the guidelines of the grade and consistent with the cross development of communicative competence CG2: correct spelling and grammar during any and all assessment activities will be expected. In this regard, if said activities (not tests) are illegible or have excessive spelling errors, they will be returned graded with a NC. In the event, that an NC is not pertinent, each severe misspelling will be penalized with 0,2 points.

LEARNING OUTCOMES

EVALUATION SYSTEM

RA

Synchronic and anachronic participation

Reports on teaching practice
Activity design
Oral presentations and debates
Behaviour and observation record
Projects
Self-evaluation
Project presentations
Group project presentations

Bibliography and resources

Comú

  • 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.

Aprenentatge de les Ciències Socials

Aprenentatge de les Ciències Naturals

Recursos per l’ensenyament de la descoberta de l’entorn adreçada als infants

1. Bibliografia bàsica de l’assignatura:

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.

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).Diezsemillas. 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)
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