Guía Docente 2023-24 TEACHING OF EXPERIMENTAL SCIENCES (FUNDAMENTOS DE APRENDIZAJE DE LAS CC.EE.) |
BASIC DETAILS:
Subject: | TEACHING OF EXPERIMENTAL SCIENCES (FUNDAMENTOS DE APRENDIZAJE DE LAS CC.EE.) | ||
Id.: | 32540 | ||
Programme: | GRADUADO EN EDUCACIÓN PRIMARIA. PLAN 2015 (BOE 17/08/2015) | ||
Module: | ENSEÑANZA Y APRENDIZAJE DE: CIENCIAS EXPERIMENTALES | ||
Subject type: | MATERIA BASICA | ||
Year: | 2 | Teaching period: | Segundo Cuatrimestre |
Credits: | 6 | Total hours: | 150 |
Classroom activities: | 72 | Individual study: | 78 |
Main teaching language: | Inglés | Secondary teaching language: | Castellano |
Lecturer: | Email: |
PRESENTATION:
This course takes into consideration the basis of the scientific mehtod and the fundamentals of the teaching of Science in Primary Education. This course will focus on the process of acquiring scientif knowledge in children aged 6-12 and the design of suitable activities, experiments and materials according to the curriculum. This course is part of the module Enseñanza y Aprendizaje de Ciencias Experimentales and is linked to the course Investigación e Innovación en Ciencias Experimentales. Additionally, this course follows the appproach of the subject Didáctica General along with some other subjects of such area.
PROFESSIONAL COMPETENCES ACQUIRED IN THE SUBJECT:
General programme competences | G01 | Capacity to analyse and synthesise information from different sources. |
G02 | Capacity to effectively solve problems and take decisions based on the knowledge and competences acquired. | |
G03 | Capacity to organise, plan and self-assess the work undertaken. | |
G04 | Capacity to apply information technologies critically and constructively as tools to promote learning. | |
G06 | Capacity for oral or written interpersonal communication in Spanish to different audiences and using suitable means. | |
G07 | Capacity to communicate in English at a minimum B2 level (per the Common European Framework of Reference for Languages) to adapt to the academic and professional requirements of the Degree. | |
G08 | Capacity to absorb social and humanistic concepts within a rounded university education which allows the development of ethical values such as solidarity, interculturality, equality, commitment, respect, diversity, integrity, etc. | |
G09 | Capacity to formulate social transformation proposals, considered ethically, based on democracy and basic rights. | |
G12 | Capacity to self-assess, nurturing learning, scientific research, practice based on evidence and scientific and social progress. | |
Specific programme competences | E13 | Foster group work and individual work and effort. |
E16 | Design, plan and assess classroom teaching and learning. | |
E19 | Be aware of and apply basic educational research techniques and be able to design projects for innovation, identifying assessment indicators. | |
E20 | Show social skills in understanding families and being understood by them. | |
E25 | Understand the basic principles and fundamental laws of the experimental sciences (Physics, Chemistry, Biology & Geology). | |
E26 | Know the school curriculum for these sciences. | |
E27 | Devise and solve problems associated with the sciences and daily life. | |
E28 | Assess the sciences as a cultural element. | |
E29 | Recognise reciprocal influence between science, society and technological development, in addition to the relevant personal comportment, to obtain a sustainable future. | |
E30 | Develop and assess curriculum content through suitable didactic resources and further the learning of basic competences among the pupils. | |
Regulated profession competences | P01 | Know the curriculum areas of Primary Education, the interdisciplinary relationship between them, evaluation criteria and the body of didactic knowledge for the teaching and learning procedures, respectively. |
P02 | Define, plan and assess teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school. | |
P03 | Effectively address language learning situations in multicultural and multilingual situations. | |
P04 | Encourage reading and critical commentary on texts from the diverse scientific and cultural domains in the school curriculum. | |
P05 | Design and regulate learning zones in contexts of diversity which address gender equality, equity and respecting the human rights which comprise the values of civic education. | |
P07 | Stimulate and value the effort, persistence and personal discipline of the pupils. | |
P10 | Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career. | |
P12 | Take on the educational side of teaching and foment democratic education for an active citizenry. | |
P14 | Value individual and collective responsibility in the achievement of a sustainable future. | |
P15 | Reflect on classroom practices to innovate and improve teaching. | |
P16 | Acquire the habits and skills to learn alone or with others and foster this among the pupils. | |
P17 | Know and apply information and communication technologies in the classroom. |
PRE-REQUISITES:
Having a B1 level is a pre-requisite of this degree programme. If you consider you have not reached this level yet, it is your responsability to reach the level required through independent study and language support courses, either at the Instituto de Lengua Modernas or at any other centre. The Instituto de Lenguas Modernas provides language support lessons for those students who have not reached the required B1 level. If interested, get in touch with the Instituto de Lenguas Modernas either by email or at their office.
SUBJECT PROGRAMME:
Subject contents:
1 - FUNDAMENTALS OF SCIENCE AND SCIENCE TEACHING |
1.1 - What is Science? |
1.2 - The Scientific Knowledge |
1.3 - The Teaching of Science through History |
1.4 - The Scientific Method |
2 - SCIENCE IN THE PRIMARY CLASSROOM |
2.1 - Why Teaching Science in Primary Education? |
2.2 - Children's Preconceptions |
2.3 - Approaches to the Teaching of Science |
2.4 - Science Activities |
3 - NATURAL SCIENCE CURRICULUM |
3.1 - Introduction to Scientific Activity |
3.2 - Human Being and Health |
3.3 - Living Things |
3.4 - Matter and Energy |
3.5 - Technology, Objects and Machines |
Subject planning could be modified due unforeseen circumstances (group performance, availability of resources, changes to academic calendar etc.) and should not, therefore, be considered to be definitive.
TEACHING AND LEARNING METHODOLOGIES AND ACTIVITIES:
Teaching and learning methodologies and activities applied:
During this course a variety of teaching methods will be used including lectures, class discussions, role plays, simulations, small group work, and independent study. Furthermore, activities based on experiential learning methodology will be used.
An important requirement is to participate actively in class discussions and in your small groups, as well as on the practical activities. Your contribution is important and through your active participation we can all learn further from each another and about the topics analysed. It is through practice and experience we learn how to communicate in class and how to effectively manage a classroom.
One of the main requirements of this course is to complete the assigned readings for the week in order to comment and analyse them further in class. This will greatly enhance class discussion.
This course is based on constructivism, therefore, active engagement in class and participation is key.
Plagiarism is an illegal and unethical activity. A zero tolerance policy will be in operation. Plagiarism is the intentional or unintentional representation of someone else's work as your own. Everyting you write should be yours or properly quoted by using APA quotation system.
Scheduled activities:
Master class. Explanation of theoretical content and concepts of the subject.
The 'Learning by Doing' approach will be established by promoting both co-operative learning and project-based learning.
Group dynamics and methods based on experiential learning. Simulation of natural environments and real professional practice situations.
Discussions and opinions exchange based upon class content.
Analysis of real cases (problem-based learning -PBL).
Independent study activities:
Both Spanish and English close-readings related to the course.
Wide consultation and study of digital and audio-visual material.
Individual and group work preparation
Development of own material.
Self-study and preparation of the subject.
Research on subject-specific topics.
Student work load:
Teaching mode | Teaching methods | Estimated hours |
Classroom activities | ||
Master classes | 20 | |
Other theory activities | 20 | |
Practical exercises | 5 | |
Practical work, exercises, problem-solving etc. | 10 | |
Coursework presentations | 5 | |
Laboratory practice | 5 | |
Assessment activities | 4 | |
Tutorials | 3 | |
Individual study | ||
Individual study | 30 | |
Individual coursework preparation | 10 | |
Group cousework preparation | 10 | |
Research work | 10 | |
Recommended reading | 8 | |
Portfolio | 10 | |
Total hours: | 150 |
ASSESSMENT SCHEME:
Calculation of final mark:
Individual coursework: | 20 | % |
Group coursework: | 20 | % |
Final exam: | 40 | % |
Portfolio: | 20 | % |
TOTAL | 100 | % |
*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.
BIBLIOGRAPHY AND DOCUMENTATION:
Basic bibliography:
ANDREWS, G. and KNIGHTON, K. 100 Science Experiments. Dubai: Usborne, 2012. |
CAÑAL DE LEÓN, P., GARCÍA CARMONA, A., CRUZ-GUZMÁN ALCALÁ, M. Didáctica de las Ciencias Experimentales en Educación Primaria. Colección Didáctica y Desarrollo. Madrid: Ediciones Paraninfo, 2016 |
FRITH, A., MASKELL, H., GILLESPIE, L. J., DAVIES, K. What's Science all about? London: Usborne, 2012 |
JARA, D. G., CUETOS, M. y SERNA, A. I. Didáctica de las Ciencias Naturales en Educación Primaria. Logroño: UNIR Editorial, 2015 |
Recommended bibliography:
BARBERÁ, O., FLOR, J. I., GUTIÉRREZ, R. et al. Perspectivas para las ciencias en la educación primaria. MECD (Área de Educación), 2004 |
COOKE, V. and HOWARD, C. Key Concepts in Primary Science: Audit and Subject Knowledge. Glasgow: Critical Publishing, 2016 |
DALE, L. and TANNER, R. CLIL Activities. A resource for subject and language teachers. Cambridge: Cambridge University Press, 2012 |
HARLEN, W and QUALTER, A. The Teaching of Science in Primary Schools. Oxon: Routledge, 2014 |
IGNOTOFSKY, R. Women in Science: 50 Fearless Pioneers Who Changed the World. Wren and Rook, 2017. |
VÍCHEZ, J. M. et al. Didáctica de las Ciencias para educación primaria. Tomo II. Madrid: Pirámide, D.L, 2014. |
SKAMP, K. and PRESTON, C. Teaching Primary Science Constructively. Cengage Learning Australia, 2014. |
Recommended websites:
BBC Bitesize - Science | http://www.bbc.co.uk/education/subjects/zng4d2p |
Ciencia en acción | http://www.cienciaenaccion.org/es/2016/experimentos.html |
CSIC – El CSIC en la Escuela | http://www.csicenlaescuela.csic.es/ |
Easy Science for Kids | http://easyscienceforkids.com/ |
Fundación Española para la Ciencia y la Tecnología | http://www.fecyt.es/es/ciencia-para-todos |
Kids CSIC | http://www.kids.csic.es/ |
Kids Health | http://kidshealth.org/en/kids/ |
Primary Science | http://www.primaryscience.ie/activities_advanced_search.php |
Recursos- Graó Publicaciones | http://alambique.grao.com/recursos |
Science Experiments for Kids | http://www.sciencekids.co.nz/experiments.html |
* Guía Docente sujeta a modificaciones