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


Schedule: To be arranged with the teacher.

Introduction

Responding to the need for well trained teachers, we propose Learning Natural Science, Social Studies and Mathematics with an interdisciplinary approach, based on project work and other various techniques. All of which accomplished by employing a unifying educational philosophy of the human person, with the ability of promoting an active, meaningful, and stimulating learning experience, with the best communication, and affective and effective relationships.

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

  • Learning of Natural Science, Social Sciences and Mathematics I - 6 credits (focused on the field of sciences)
  • Learning of Natural Science, Social Sciences and Mathematics II - 6 credits (focused on the field of mathematics)
  • Learning of Natural Science, Social Sciences and Mathematics III - 6 credits (focused on interdisciplinary projects of NS, SC and Mathematics)

This teaching guide covers the objectives, competencies, methodology and evaluation criteria of the subject of Learning Natural Science, Social Studies, and Mathematics, and the development of the foundation of scientific reasoning children’s education and didactics.

Learning natural sciences and social studies promotes in the students the ability to observe, discover and understand the elements of the world around them.

Language: English

Other languages: Spanish and Catalan

Objectives

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

Competencies

  • 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.
  • CEM-41 - To promote introductory experiences to information and communication technologies.
  • 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-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

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.

x

x

x

Syllabus

Learning natural science and social studies 

  1. Diversity as pedagogical and educational condition.
  2. Patterns and trends in education: classroom dynamics and learning of science.
  3. Types of activities: organizational arrangements and resources.
  4. Game as research.
  5. The ecological perspective: the importance of family-school relationship.
  6. Programming natural, social, and cultural environment areas
  7. Characteristics of children's thinking that influence the learning of science.
  8. The global perception: The education of the senses and the processing of information.
  9. Observation and experimentation in learning situations.
  10. Evaluation as a regulatory element of the teaching and learning of science.

Teaching and learning activities

In person



From a global point of view, the three areas 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 

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

 

Evaluation systems and criteria

In person



Course attendance is mandatory. Class methodology is practical, cooperative and interactive

All individual and group activities will be evaluated, as well as cooperation, participation, and attendance in this manner

1)     Active participation in class (15%) 

2)     Class activities and homework (45%) 

3)     Assigned work & projects (40%) 

  • 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

LO

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

General

Learning Natural Sciences

  • Chaillé, C.; Britain, L. (1997). The young child as scientist: A constructivist approach to early childhood science education. Longman.
  • Magnet. Aliances per a l'èxit educatiu. Fundació Jaume Bofill (2015, November 30). Els Espais de Ciència en educació infantil. YouTube.
  • Merida, R.; Torres-porras, J.; Alcántara, J. (eds.). (2017). Didáctica de las ciencias experimentarles en educación infantil. Madrid: Editorial Síntesis
  • Chalufour, I.; Worth, K. (2003). Discovering nature with young children. Redleaf Press.
  • Early Childhood Education Training Program (ECETP). (2018, June 8). Early childhood education STEAM. YouTube. New York State Office of Children and Family Services.
  • Fernández, R.; Bravo, M. (2015). Las ciencias de la naturaleza en la educación infantil. El ensayo, la sorpresa y los experimentos se asoman a las aulas. Manual y cuadernillo de actividades. Madrid: Ediciones Pirámide.
  • Helm, J. H.; Katz, L. G. (2016). Young investigators: The Project Approach in the early years. Teachers College Press.
  • Kelly, L.; Stead, D. (2015). Inspiring science in the early years: Exploring good practice. Open University Press.

Learning Social Studies

  • Agustí, R. (2001). Descoberta de l’entorn natural i social. Generalitat de Catalunya: XTEC.
  • Aranda, A. M. (2003). Didáctica de las ciencias sociales en educación infantil. Madrid: Editorial Síntesis
  • Aranda, A. M. (2003). Didáctica del conocimiento del medio social i cultural. Madrid: Síntesis.
  • Bryants, S.C. (2008). Com explicar contes. Barcelona: Biblaria.
  • Cases, J. i Torrescasana, Mª R. (2006). Les TIC a l’Educació Infantil. Barcelona: UOC.
  • Ceip Fort Pienc (2007). Picasso i el circ.
  • Comellas, M. J. (2009) Família i escola: compartir l’educació. Barcelona. Graó.
  • Departament d’Ensenyament. Edu365: L’entorn. Generalitat de Catalunya.
  • Departament d'Ensenyament. Família i escolaGeneralitat de Catalunya.
  • Departament d'Ensenyament. Festes Populars. Generalitat de Catalunya.
  • Departament d'Ensenyament. L’art romànic a l’educació infantil CEIP Palmera.
  • Departament d'Ensenyament. Recursos per a l’educació infantil. Anna Pérez.
  • Departament d'Ensenyament. Zona clic medi social. Generalitat de Catalunya..
  • Feliu, M.; Jiménez, L. (coords.) et al. (2015) Ciencias sociales y educación infantil (3-6). Cuando despertó, el mundo estaba allí. Barcelona: Editorial Graó
  • Hernández, F (2010). DIM entrevista Fernando Hernández (UB): Trabajo por proyectos. Revista DIM-UAB (Didáctica, Innovación y Multimedia), 17.
  • Lacenet. Salix i els sentits.
  • Majoral, S. (2009) Veig tot el món! Créixer junts tot fent projectes. Barcelona: Associació de mestres Rosa Sensat.
  • Martínez Aldanondo, J. (2009). DIM entrevista J. Martínez Aldanondo (Catenaria): Conocimiento, aprendizaje y tecnologia. Revista DIM-UAB (Didáctica, Innovación y Multimedia), 15.
  • Pérez, A i Redondo, S. (2006). Projectes telemàtics a l’educació primària: un recurs per a transformar l’escola. Barcelona: UOC.
  • Piqué, B., Comas, A. i Lorenzo N. (2010). Estratègies de pràctica reflexiva en la formació inicial de mestres d’educació infantil. Barcelona: Graó.
  • Puig de I. I Sátiro, A. (2009) Tot pensant. Recursos per a l’educació infantil. Vic: Eumo.
  • Puig de I. I Sátiro, A. (2009) Tot pensant... Contes. Recursos per a l’educació infantil. Vic: Eumo.
  • Rojas, R. I Ros J. (2011). Sàlix i els sentits. Manresa: Zenobita.
  • Santiveri, N. (2011). DIM entrevista Noemí Santiveri (UAB): Vídeos educativos. Revista DIM-UAB (Didáctica, Innovación y Multimèdia), 21.
  • Torrents, J. (2010). DIM entrevista Josep Torrents: Proyectostelemáticos. Revista DIM-UAB (Didáctica, Innovación y Multimedia), 17.
  • Valérie, K. (2008). Juegos de áfrica: Juegostracionales para hacer y compartir. Barcelona: Takatuka.

Education on sustainable development in Early childhood

  • 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)