Universitat Internacional de Catalunya
Teaching Biology/Geology 2
Other languages of instruction: English, Spanish,
Teaching staff
Introduction
The course “Didactics of Biology and Geology II” aims to facilitate future teachers of Secondary Education and Baccalaureate, Professional Training and Teaching of Tool Languages to carry out educational programming as a step prior to intervention. This course will help to have an expert use in teaching by evaluating the way in which work is investigated on content, strategies, methodologies, teaching resources and materials for the teaching of Biology and Geology.
With the development of the Didactic Subject in Biology and Geology, the student will acquire the skills necessary to integrate the advanced concepts on the didactic activities in Biology and Geology, which will allow him to design didactic proposals that favor critical thinking and the development of scientific competence in students, taking into account the importance of contextualization and the use of an adequate language that will promote interest and motivation towards sciences.
This course aims, therefore, to provide students with the main strategies to adequately address the teaching of biology and geology, through an analysis of the different types of activities to develop, both within and outside the classroom, and its search and how to select and adapt or design these activities according to different situations and groups of students, promoting critical thinking.
Objectives
The course “Didactics of Biology and Geology II” aims to facilitate future teachers of Secondary Education and Baccalaureate, Professional Training and Teaching of Tool Languages to carry out educational programming as a step prior to intervention. This course will help to have an expert use in teaching by evaluating the way in which work is investigated on content, strategies, methodologies, teaching resources and materials for the teaching of Biology and Geology.
With the development of the Didactic Subject in Biology and Geology, the student will acquire the skills necessary to integrate the advanced concepts on the didactic activities in Biology and Geology, which will allow him to design didactic proposals that favor critical thinking and the development of scientific competence in students, taking into account the importance of contextualization and the use of an adequate language that will promote interest and motivation towards sciences.
This course aims, therefore, to provide students with the main strategies to adequately address the teaching of biology and geology, through an analysis of the different types of activities to develop, both within and outside the classroom, and its search and how to select and adapt or design these activities according to different situations and groups of students, promoting critical thinking.
Competences/Learning outcomes of the degree programme
- CB07 - That students know how to apply the knowledge acquired and the ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study
- CB09 - That students know how to communicate their conclusions - and the knowledge and ultimate reasons that support them - to specialized and non-specialized audiences in a clear and unambiguous way
- CG01 - Formulate reflective and critical, responsible, ethical and respectful judgments about the various protagonists of the educational process (family, school and society)
- CG02 - Analyze and synthesize the information obtained from different environments in order to solve problems or conflict situations, to identify and define the significant elements that constitute a problem to solve it judiciously and effectively
- CG05 - Organize and plan different types of activities, events and situations
- CG06 - Integrate and use Information and Communication Technologies in various fields in an efficient and responsible way
- 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
- CT03 - Show ethical and responsible behaviors as a citizen and as a professional
- CT04 - Develop the ability to assess inequalities based on sex and gender, to design mechanisms to achieve real equality, avoiding partial and discriminatory interpretations
- CT05 - Identify strategies to promote gender equality, equity and respect for human rights
Learning outcomes of the subject
Know and use the basic concepts and resources of science teaching to be able to make a global analysis of the teaching and learning processes.
Design activities of Biology and Geology evaluating their suitability to scientific education.
Classify and know the different factors and theoretical and practical elements that constitute the didactic methodology of the discipline.
Correctly apply the audiovisual and multimedia media to integrate the most innovative didactic resources into the teaching and learning processes of the subject.
Make innovative transformations in the official curriculums in activity and work programs, so that it becomes real curriculums that are developed in the classroom.
Select with scientific and didactic criteria the materials for school use.
Classify and know the different factors and theoretical and practical elements that constitute the didactic methodology of the discipline.
Identify problems related to learning and propose methodological alternatives that provide solutions to school failure.
Design learning spaces that promote scientific education, respect for human rights, equal rights and opportunities that help decision making and build a sustainable future.
In addition, students will be able to analyze each type of activity (problem, activity outside the classroom or practical work) according to the given context and the educational level corresponding to Secondary Education. Finally, the student will be able to analyze teaching-learning strategies, such as figurative language, analogies, tables, tables, conceptual maps, diagrams, mental maps, Gowin diagram that favor the understanding of specific concepts of biology and geology, based on certain learning needs, promoting curiosity through an adequate contextualization of the activities and the problems raised
Syllabus
UNIT 1: Model of teaching by inquiry as a reference for the development of scientific competence
TOPIC 2: Argumentation and use of tests in the Biology and Geology classroom
TOPIC 3: Practical work in the construction of scientific knowledge in the Biology and Geology classroom
UNIT 4: Project-based learning in the Biology and Geology classroom
TOPIC 5: Cooperative learning
TOPIC 6: Attention to the diversity of students
Teaching and learning activities
Online
Lectures by the teacher
Reading and analysis of scientific articles
Design and execution of research with didactic application
To teach students to work with the information they receive. To teach them to contextualize, analyze, relate and argue to convert information into knowledge.
Develop tools of thought beyond memorization
Cooperative learning; working in groups to improve attention to reach the proposed objectives in a coordinated way.
Gamification with mechanics and group dynamics
Development of critical thinking and creative skills, improvement in problem-solving skills
Thinking routines and conceptual maps
Evaluation systems and criteria
Online
EVALUATION SYSTEMS AND CRITERIA
Fully online mode
Evaluation systems:
Participation in forums and virtual debates
25%
Virtual Portfolio
30%
Proposal for educational intervention
25%
Open Questions Exam
20%
Evaluation criteria:
- Class attendance, interest and participation of the student in debates.
- Quality of the activities and practical work that will be carried out in class and that will be collected in the virtual portfolio.
- Preparation of teaching materials and proposals.
- Open questions exam.
Teaching methods
The teaching and learning process of this subject will be developed through a varied set of training activities with which the acquisition of the different general and specific skills will be facilitated.
The training activities of the subject have been developed with the aim of adapting the learning process to the different capacities, needs and interests of the students.
The training activities of this subject are the following:
Individual works. These are activities of different types: reflection, case analysis, practices, text analysis, etc.
Collaborative work. These are group activities in which you will have the opportunity to work with your colleagues. During the course you will have all the information you need about how to organize to work as a team.
Asynchronous activities:
Contents of the subject, in pdf documents and direct links to the sources and visual resources appropriate to each of them.
Constant teacher-student interaction through forks and tutorials.
Synchronous activities:
Teleface sessions teacher-students, student-students in real time. Possibility of regrouping the students in a common room or small groups according to the activity to be carried out with the possibility of creating working groups with the constant supervision of the teacher.
Exposition of contents related to the topic or issues raised.
Spontaneous contributions on issues or issues raised.
Feedback to the classmates they exhibit.
Answers to question questions.
The qualification consists of two main parts:
FINAL EVALUATION: open questions exam.
CONTINUOUS EVALUATION: different training activities carried out throughout the semester.
Bibliography and resources
Arca, M. (1990). Enseñar ciencia : cómo empezar : reflexiones para una educación científica de base. Editorial Paidós.
Bona, C. (2015). La nueva educación. Los retos y desafíos de un maestro de hoy. Editorial Plaza & Janes.
Bueno, D. (2017). Neurociencia para educadores. Editorial Octaedro.
Carmen, L. (coord) et al. (1997). La enseñanza y el aprendizaje de las Ciencias de la Naturaleza en la Educación Secundaria. ICE-Horsori.
Cañal de León, P. (coord.) (2011). Biología y Geología: Complementos de formación disciplinar. Editorial Graó.
Cañal de León, P. (coord.) (2011). Didáctica de la Biología y Geología. Editorial Graó.
Cañal de León, P. (coord.) (2011). Biología y Geología. Investigación, innovación y buenas prácticas. Editorial Graó.
Chalmers, A. F. (2003). ¿Qué es esa cosa llamada ciencia? Editorial Siglo XXI.
Claxton, G. (1994). Educar mentes curiosas. El reto de la ciencia en la escuela. Editorial Visor.
Driver, R. et al. (1991). Ideas científicas en la infancia y la adolescencia. Ed. Morata.
González, D., Herrera, J.A. & Vidal, J. (2005). Guía para elaborar programaciones y unidades didácticas en la Educación Secundaria. Editorial EOS.
Grau, R. (2010). Altres formes de fer ciència. Alternatives a l'aula de secundària. Associació de Mestres Rosa Sensat.
Harlem, W. (1998). Enseñanza y aprendizaje de las ciencias. Editorial Morata.
Jiménez, A. et al. (2004). Enseñar ciencias. Editorial Graó.
Oliva-Martínez, J. M., & Acevedo-Díaz, J. A. (2005). La enseñanza de las ciencias en primaria y secundaria hoy. Algunas propuestas de futuro. Revista Eureka sobre enseñanza y divulgación de las ciencias, 2(2), 241-250. http://www.redalyc.org/pdf/920/92020210.pdf
Perales, F. J. (1996). “La evaluación en la enseñanza de las ciencias”. Revista Interuniversitaria de Formación del Profesorado, 27: 179-188.
Pozo, J.I. & Gómez, M.A. (2006). Aprender y enseñar ciencia: del conocimiento cotidiano al conocimiento científico. Editorial Morata.
Rosado, L. (1986). Modelos en los procesos de la ciencia y su contrastación. UNED, Madrid.
Sanmartí, N. (2002). Didàctica de las ciencias en la educación secundaria obligatoria. Editorial Sintesis Educacion.
Swartz, R. J., Costa, A. L., Beyer, B. K., Reagan, R. & Kallick, B. (2016). El aprendizaje basado en el pensamiento: Cómo desarrollar en los alumnos las competencias del siglo XXI. Editorial SM.
Altres recursos:
Documentals Quèquicom, CCMA.
Revista Alambique. Editorial Graó.
https://jordidomenechportfolio.wordpress.com/