Universitat Internacional de Catalunya
Learning the Natural Sciences, Socials Sciences and Mathematics III
Other languages of instruction: Spanish
Teaching staff
Tutorials
Format: in person or online, by prior request via email to albert3089@uic.es
Schedule:
Tuesday: 9:00 – 10:15 and 14:00 – 15:00
Thursday: 9:00 – 10:15 and 14:00 – 15:00
If there is any incompatibility with the scheduled hours, a specific time outside this schedule can be arranged, upon prior request by email.
Introduction
We plan an apprenticeship of the Sciences of Nature, Social Sciences and Mathematics in an interdisciplinary way (not only multidisciplinary) from work for projects and various work tools in response to the need for well-trained teachers. All this, with an educational philosophy integrating the human person and from the capacities to promote an active and significant learning, stimulating, and with the best communication and affective relationships. This subject has 18 ECTS credits taught during the first semester of the 3rd year of Degree in Early Childhood Education. The credits are distributed according to their contents of the following subjects: • Learning of the Sciences of the Nature, Social Sciences and Mathematics I- 6 credits (focused in the field of Sciences) • Learning of the Sciences of Nature, Social Sciences and Mathematics II -6 credits (focused in the field of Mathematics) • Learning of the Sciences of the Nature, of the Social Sciences and the Mathematical III- 6 credits centered in the Work for interdisciplinary projects of CCNN, CCSS and Mathematics The Teaching Guide that deals with covers the objectives, competences methodology and evaluation systems of the subject Learning of the Sciences of Nature, from the Social Sciences and of the Mathematical III that worries to integrate in a single educational action All the other subjects that work in parallel with this area.
Pre-course requirements
No prior requirements
Objectives
- Develop research skills: introduce students to formulating questions, searching for and selecting relevant sources of information, and comparing data to build scientific knowledge.
- Develop conceptualisation and analysis skills: identify, define and relate key concepts, and break down complex situations into their elements to understand them better.
- Develop reasoning skills: build the capacity to establish logical relationships, formulate hypotheses and draw well-founded conclusions.
- Develop communication skills: express one's own and others' ideas clearly, in an organised way and adapted to the audience, both orally and in writing.
- Develop language skills: use with precision and accuracy the vocabulary specific to science, social science and mathematics across the languages of the degree.
- Develop synthesis skills: select and integrate relevant information to draw brief and precise conclusions from diverse sources.
- Develop the completion of a full project: design, plan, carry out and assess a teaching project from its initial approach through to its conclusion.
- Foster scientific methodology: apply observation, experimentation and verification processes typical of the scientific method in the early childhood classroom
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-34 - To be familiar with teaching strategies to develop numerical representations, and to have spatial and geometric notions, as well as of logical development.
- CEM-35 - To understand mathematics as sociocultural 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-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- 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-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
- 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-03 - To be able to communicate in English at level B1, according to 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.
- CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
1 Uses the curriculum as a working tool to develop lesson plans adapted to the context.
2 Knows the different content blocks, integration and distribution activities to program 0-6 years for the development of science.
3 Establishes relationships between learning disabilities and difficulties in language acquisition.
4 Considers prior knowledge in teaching-learning situations.
5 Poses learning strategies tailored to different learning styles of students in science with entrepreneurship.
6 Knows and uses creatively the information technology as a material resource and educational activity for the development of the objectives.
7 Relates and applies the theoretical work situations arising in practice.
8 Links the assessment with the skills and learning outcomes.
9 Analyzes and uses the error as a source of learning science.
10 Develops observation and monitoring guidelines consistent with the proposed activities, quality oriented.
11 Relates students logic with scientific logic.
12 Plans projects quality oriented work involving a cooperative and interdisciplinary work.
13 Considers the assessment of teaching practice as part of the process of teaching and learning.
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.
15 Participates in group activities and considers the contributions of colleagues for the benefit of individual and collective learning.
16 Analyzes critically its performance to become aware of their influence on students and improve their competence as a science teacher.
17 Promotes and facilitates teaching and learning contexts in the area of knowledge of science taking student diversity.
18 Is able to participate in the development and monitoring of early childhood education projects as part of school projects in collaboration with the territory and with other professionals and social agents.
19 Is aware of the importance of work values from early childhood education to promote gender equality, equity and respect for human rights.
20 Communicates his/her ideas to others argued and correctly expressed in the language of teaching, oral and written, and is able to represent them using concept maps or other procedures.
21. Knows to interpret and integrate knowledge of English language documents in this matter.
Syllabus
- Project-based work: developing basic competences. Analysis of project-based work as a cross-curricular strategy linking science, social science and mathematics content, and its contribution to the development of basic competences in children aged 0 to 6.
- From the child's logic to scientific logic: projects. Study of the transition process from a child's prior ideas and spontaneous explanations towards forms of reasoning closer to scientific thinking, using the project as a mediating tool.
- Features of children's thinking that influence learning science. Identification of characteristics of children's thinking (global perception, cognitive egocentrism, preoperational thought) and their influence on how children construct scientific knowledge.
- Observation and experimentation as learning situations. Design and analysis of observation and experimentation situations as a privileged context for building scientific knowledge in early childhood.
- Assessment as a regulating element of the science teaching and learning process. Reflection on the functions of assessment (diagnostic, formative and summative) as a tool for adjusting teaching practice in science education.
Teaching and learning activities
In person
The methodology will be varied: project-oriented and project-based learning, cooperative learning, the lecture method, and exercise and problem solving. We will work with different types of learning activities: group study and work, workshops, theoretical and practical classes, and individual and autonomous study and work.
Key features of learning generators:
- We will learn about educational projects.
Key features of each of the social environment areas:
- We will set objectives.
- We will identify meaningful activities and create them.
- We will analyse and assess meaningful ideas and activities.
- We will acquire meaningful content and finally produce a concept map or summary.
We will maintain coherence with the other subjects in the language and experimental areas and will work globally with project-based and learning-corner methodology. We will also use cooperative learning, the lecture method, and exercise and problem solving. We will work with different types of learning activities: group study and work, workshops, theoretical and practical classes, and individual and autonomous study and work.
Key features of learning generators:
- We will learn how project work is carried out at the early childhood education stage, following a group-study methodology.
- We will learn to understand scientific procedures through an individual activity carried out over the course of the semester.
- We will go on a field trip to Cosmocaixa to learn about the teaching of natural sciences in early childhood education.
- We will carry out an initial assessment test to find out what we already know about the subject.
- We will carry out an individual objective test at the end of the semester to individually assess the knowledge acquired during the teaching period of the subject.
Lecture method (LM)
Consists of the direct transmission of content by the teacher, usually through lectures, to present conceptual frameworks, specific vocabulary and theoretical structures in an orderly manner.
Case study (EC)
Based on the analysis of a real or plausible situation so that students identify problems, assess alternatives and draw conclusions applicable to teaching practice.
Exercise and problem solving (REP)
A methodology focused on practising specific procedures and techniques through guided exercises, generally yielding a closed or semi-closed result.
Problem-based learning (ABP)
Students start from an open problem, without a single predefined solution, and must research, draw on prior knowledge and collaborate to reach a proposed solution.
Project-based learning (AOP)
A methodology in which students develop, over a period of time, a complete product or teaching proposal, integrating knowledge and competences from various fields.
Cooperative learning (AC)
Organisation of work in small groups with individual and group responsibility, where each member's success depends in part on the joint effort.
Learning contract (CA)
Consists of an explicit agreement between the teacher and the student (or a small group) establishing learning objectives, tasks, deadlines, resources and assessment criteria tailored to a particular situation, negotiated between both parties.
The methodologies described are not applied in a fixed or exclusive way throughout the course; rather, they are used flexibly and alternately according to the group's needs, the everyday reality of the classroom and the stage of the learning process the students are in. The teacher systematically observes the development of the sessions to detect different learning rhythms, occasional difficulties or emerging interests, and adjusts the choice of methodology accordingly, with the aim of offering an educational response that is as personalised as possible within the context of a class group.
This alternation is not arbitrary: each methodology has associated techniques and tools that facilitate its practical application in the classroom. Thus, the lecture method relies on diagrams or presentations to structure information; problem-based learning and project-based learning are put into practice through work outlines, monitoring rubrics and tutoring sessions; and cooperative learning is organised through group techniques such as role assignment or peer assessment.
In this way, the methodology is not presented as a closed and predetermined procedure, but as an open framework that the teacher continuously adapts based on direct observation of the group, ensuring that each student has access to the teaching-learning strategies best suited to their process.
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CET-1 CET-2 CET-3 CET-4 CET-5 CET-6 CET-7 CG-01 CG-02 CG-03 CG-04 CG-09 CG-10 CG-11 | Cooperative learning Project-based learning Presenting method / lecture Problem and exercise solving | Practical classes Theory classes Individual / independent study and work Group study and work Tutorials |
Evaluation systems and criteria
In person
Assessment system
- Oral questions: 10%
- Presentation of a piece of work: 10%
- Activity design: 10%
- Behaviour and observation record: 10%
- Self-assessment: 10%
- Portfolio: 10%
- Degree of participation: 10%
- Assignments and projects: 10%
- Performance test: 20%
Assessment of this subject results from applying the theoretical content from the field of foreign language and literacy, and from the field of experimental sciences, to educational practice through the development of a piece of work following a project-based methodology.
Personal progress will be assessed, within a cumulative assessment approach. VERY IMPORTANT: consistency between individual and group marks will be taken into account, in order to certify individual attainment of the competences.
If a competence is considered not to have been achieved, based on the subject's rubrics, it must be resat in the second sitting. In this case, the test will be specific to that competence.
The subject is delivered in a face-to-face, practical, participative and cooperative format.
All group and individual activities will be assessed, along with attendance, participation and cooperation. Competences in linguistic, grammatical and spelling skills will be assessed.
In accordance with the degree's guidelines and in line with the cross-curricular development of communicative competence CG2, correct spelling and writing will be promoted in assessment activities. In this regard, pieces of work (not tests) that present an excessive number of spelling mistakes or illegible writing will be returned with an NC (not graded). Where an NC is not appropriate, a penalty of 0.2 points will be applied for each serious mistake observed.
In written pieces of work of up to 7 pages, 0.1 points will be deducted per mistake if handwritten, and 0.3 points if typed on a computer.
In written pieces of work of more than 7 pages, 0.1 points will be deducted per mistake, whether handwritten or typed.
The maximum deduction limit is 2 points.
Bibliography and resources
Compulsory:
Martín, X. (2006). Investigar y aprender: Cómo organizar un proyecto. Horsori.
Common:
Bassedas, E., Huguet, T., & Solé, I. (2001). Aprendre i ensenyar a l'educació infantil. 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 (9th ed.). Octaedro.
Learning Social Sciences:
Agustí, R. (2001). Descoberta de l'entorn natural i social. Xtec, Generalitat de Catalunya. http://www.xtec.es/~ragusti/entorn/entorn.htm
Aranda, A. M. (2003). Didáctica del conocimiento del medio social y cultural. Síntesis.
Bryants, S. C. (2008). Com explicar contes. Biblaria.
Cases, J., & Torrescasana, M. R. (2006). Les TIC a l'educació infantil. UOC.
CEIP Fort Pienc. (2007). Picasso i el circ. http://www.ceipfortpienc.org/public/curs0607/imatges/picasso07/
Comellas, M. J. (2009). Família i escola: Compartir l'educació. Graó.
Departament d'Ensenyament. (n.d.). Edu365: L'entorn. Generalitat de Catalunya. http://www.edu365.cat/infantil/entorn/index.htm
Departament d'Ensenyament. (n.d.). Família i escola. Generalitat de Catalunya. http://www20.gencat.cat/portal/site/familiaescola/menuitem.fd35a3c63db97ad9aacf3010b0c0e1a0/?vgnextoid=caec2af691690310VgnVCM1000000b0c1e0aRCRD&vgnextchannel=caec2af691690310VgnVCM1000000b0c1e0aRCRD&vgnextfmt=default
Departament d'Ensenyament. (n.d.). Festes populars. Generalitat de Catalunya. http://www.xtec.es/escola/festes/index.htm
Departament d'Ensenyament. (n.d.). L'art romànic a l'educació infantil. CEIP Palmera. http://www.xtec.es/~lsoto/index1.htm
Pérez, A. (n.d.). Recursos per a l'educació infantil. Departament d'Ensenyament. http://www.xtec.es/~aperez83/infantil.htm
Departament d'Ensenyament. (n.d.). Zona clic: Medi social. Generalitat de Catalunya. http://clic.xtec.cat/db/listact_ca.jsp?lang=ca&ordre=0&desc=1&from=1&area=soc&idioma=*&nivell=INF&text_titol=&text_aut=&text_desc=&num=25
Hernández, F. (2010). DIM entrevista Fernando Hernández (UB): Trabajo por proyectos [Video]. Revista DIM-UAB (Didáctica, Innovación y Multimedia), (17). http://www.youtube.com/watch?v=NsTlPwTW__s
Lacenet. (n.d.). Salix i els sentits. http://www.lacenet.org/sentits/
Majoral, S. (2009). Veig tot el món! Créixer junts tot fent projectes. Associació de Mestres Rosa Sensat.
Martínez Aldanondo, J. (2009). DIM entrevista J. Martínez Aldanondo (Catenaria): Conocimiento, aprendizaje y tecnología [Video]. Revista DIM-UAB (Didáctica, Innovación y Multimedia), (15). http://www.youtube.com/watch?v=Bm4wBTxTyxU
Pérez, A., & Redondo, S. (2006). Projectes telemàtics a l'educació primària: Un recurs per a transformar l'escola. UOC.
Piqué, B., Comas, A., & Lorenzo, N. (2010). Estratègies de pràctica reflexiva en la formació inicial de mestres d'educació infantil. Graó.
Puig de I., & Sátiro, A. (2009). Tot pensant: Recursos per a l'educació infantil. Eumo.
Puig de I., & Sátiro, A. (2009). Tot pensant... Contes: Recursos per a l'educació infantil. Eumo.
Rojas, R., & Ros, J. (2011). Sàlix i els sentits. Zenobita.
Santiveri, N. (2011). DIM entrevista Noemí Santiveri (UAB): Vídeos educativos [Video]. Revista DIM-UAB (Didáctica, Innovación y Multimedia), (21). http://www.youtube.com/watch?v=qobn0Or1oVc
Torrents, J. (2010). DIM entrevista Josep Torrents: Proyectos telemáticos [Video]. Revista DIM-UAB (Didáctica, Innovación y Multimedia), (17). http://www.youtube.com/watch?v=vMHLHDxUask&feature=player_embedded
Valérie, K. (2008). Juegos de África: Juegos tradicionales para hacer y compartir. Takatuka.
Learning Natural Sciences
Core bibliography
Departament d'Educació. (2008). Currículum d'educació infantil (2nd cycle) (Decret 181/2008, of 9 September, DOGC No. 5216). Generalitat de Catalunya. http://www20.gencat.cat/docs/Educacio/Documents/ARXIUS/curriculum_segon_cicle_infantil.pdf
Bassedas, E., Huguet, T., & Solé, I. (2001). Aprendre i ensenyar a l'educació infantil. Graó.
Further recommended reading — Books
Abella, R., Alcázar, V., Balaguer, L., et al. (2009). Hacemos ciencia en la escuela: Experiencias y descubrimientos. Graó.
Aranda, A. M. (2003). Didáctica del conocimiento del medio social y cultural. Síntesis.
Arribas, T. (Coord.). (1992). La educación infantil 0-6 años: Vol. 1. Descubrimiento de sí mismo y del entorno. Paidotribo.
Castelló, J., Garcia, P., Sanz, M. C., & Tilló, T. (2005). Coneixement del medi natural: Fonamentació teoricopràctica. Educació infantil. Publicacions i Edicions de la Universitat de Barcelona.
Escutia, M. (2009). L'hort escolar ecològic. Graó.
Friedl, A. E. (2000). Enseñar ciencias a los niños. Gedisa.
Hernández, F., & Ventura, M. (2000). La organización del currículum por proyectos de trabajo (9th ed.). Graó.
Jiménez Albiac, D. (2008). Ciència a un euro: Preguntes, respostes i un munt d'experiments. Ara Llibres.
Fundació La Caixa. (2008). Fem contes de ciència: Recull de les 5 edicions del concurs (2002-2007). Fundació La Caixa.
Martorell, E., & Vallmitjana, I. (1999). Els petits científics: Guia del professor i fitxes dels alumnes. Edebé.
Moll, B. (1998). La escuela infantil de 0 a 6 años. Anaya.
Palau Valls, E. (2001). Aspectos básicos del desarrollo infantil: La etapa de 0 a 6 años. CEAC.
Trueba Maercano, B. (1999). Talleres integrales en educación infantil (2nd ed.). Ediciones de la Torre.
Solé, C., & Parramón, J. M. (1984). L'aigua, el foc, l'aire i la terra (5 books). Parramón Edicions.
Vega, S. (2006). Ciencia 0-3: Laboratorios de ciencias en la escuela infantil. Graó.
Vila i Mendiburu, I. (1997). Entorn social i familiar i intervenció psicopedagògica. Universitat Oberta de Catalunya.
Xarxa Territorial d'Educació Infantil a Catalunya. (2006). L'educació de 0 a 6 anys avui (Temes d'Infància, No. 51). Associació de Mestres Rosa Sensat.
Books for Education for Sustainability in Early Childhood Education
Ashbé, J. (2000). On va a parar l'aigua? Corimbo.
Brami, E. (2000). Como todo lo que nace. Kókinos.
Brown, R. (2003). Diez semillas. Brosquil.
Chambers, S. (2002). El xiuxiueig del bosc. Beascoa.
Fauroux, C. (1998). Les desgràcies d'en Marcel, el mussol (O. Melano, Illus.). Corimbo.
Gliori, D. (2004). Segur que creixerà? Timun Mas.
Lobe, M., & Kaufmann, A. (2000). El manzano. Lóguez.
Martínez, R. (2000). En Miquel i les palampalates (Contes d'Ara, No. 14). Cruïlla.
Martorell, E. (2000). Aquest sí, aquest no (Sense Mots, No. 5). La Galera.
Morichon, D. (1999). Això no és cap problema! Cruïlla.
Pieper, C. (2000). Fent un tomb pel món, Caterina i l'ós. Kalandraka.
Rius, R. (1998). La Petitona va al bosc (La Petitona). Cruïlla.
Rius, R. (1998). Vamos al bosque (Pequeña Tina). SM.
Ros, M. (1993). Vamos a cazar un oso. Ekaré.
Voltz, C. (2003). ¿Todavía nada? (Libros para Soñar). Kalandraka.
Web references
Fem ciència: Espai virtual d'aprenentatge, comunicació i interacció entorn de l'ensenyament de les ciències a l'educació infantil i primària. (n.d.). http://www.xtec.es/~mpedreir/
Departament d'Educació. (n.d.). Centre de Documentació i Experimentació en Ciències: Materials i recursos per a l'ensenyament i aprenentatge de les ciències naturals. Generalitat de Catalunya. http://www.xtec.es/cdec/
Edu365: Infantil. (n.d.). Generalitat de Catalunya. http://www.edu365.cat/infantil/
XTEC. (n.d.). Escola oberta: Educació infantil. Recursos, materials, jocs i activitats per a l'aprenentatge dels infants. http://www.xtec.es/escola/infantil/index.htm
Xarxa Territorial d'Educació Infantil a Catalunya. (n.d.). http://www.xarxa06.org/
El Safreig: Recull d'experiències, materials sobre la descoberta de l'entorn a educació infantil. (n.d.). http://www.xtec.es/~ccols/
Ajuntament de Barcelona. (n.d.). Web dels infants: Agenda d'activitats, directori d'entitats, jocs. http://bcnweb2.bcn.es:81/NASApp/ifs/ca/html/index.html
Diputació de Barcelona. (n.d.). La petita malla. http://www.lamalla.net/canal/petita_malla/
WAECE (Associació Mundial d'Educadors Infantils). (n.d.). http://waece.org/
UNICEF. (n.d.). http://www.unicef.org/spanish/
Petits investigadors: Blog d'experiències fetes amb els infants. (2010, 28 February). http://hipolit.xtec.cat/blocs/investigadors/2010/02/28/
OEI. (n.d.). Dècada per l'educació per a la sostenibilitat. http://www.oei.es/decada/
Journals
Revista de Didàctica de les Ciències Experimentals. (n.d.). http://ensciencias.uab.es/
Revista Eureka sobre Enseñanza y Divulgación de las Ciencias. (n.d.). http://www.apac-eureka.org/revista
Revista Alambique: Didáctica de las Ciencias Experimentales. (n.d.). Graó.
Articles
Codina, M. T. (1993). Niñas y niños de 3 a 6 años y la escuela. Associació de Mestres Rosa Sensat.
Fernández, E., et al. (1998). Racó a racó: Activitats per treballar amb nens i nenes de 3 a 8 anys (Col·lecció Dossiers Rosa Sensat). Associació de Mestres Rosa Sensat.
Puig Rovira, J. M. (1999). Feina d'educar: Relats sobre el dia a dia d'una escola (Sèrie Rosa Sensat). Edicions 62.
Les sortides: Una tècnica i un recurs per a l'estudi del medi (Dossiers Rosa Sensat). (n.d.). Associació de Mestres Rosa Sensat.
Audiovisual material
MEC, & Associació de Mestres Rosa Sensat. (n.d.). L'observació i l'experimentació a l'educació infantil (2n cicle) [Video].