Learning the Natural Sciences, Socials Sciences and Mathematics I
Main language of instruction: Catalan
Other languages of instruction: English
Head instructor
Lc. Eduard MARTORELL - eduardm@uic.es
MsU Georgina AGUIRRE - ginaguirre@uic.es
Dra. Mª Teresa GOTSENS - mtgotsens@uic.es
Office hours
Hours: To be arranged with the teacher.
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:
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
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. |
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x |
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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. |
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|
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 |
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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 |
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x |
17. Promotes and facilitates teaching and learning contexts in the area of scientific knowledge, taking into consideration student diversity. |
x |
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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. |
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|
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. |
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LEARNING NATURAL AND SOCIAL SCIENCE
8. Diversity as pedagogical and educational condition.
9. Patterns 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.
Comú
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