|Guía Docente 2020-21|
TEACHING OF EXPERIMENTAL SCIENCES (FUNDAMENTOS DE APRENDIZAJE DE LAS CC.EE.)
|Subject:||TEACHING OF EXPERIMENTAL SCIENCES (FUNDAMENTOS DE APRENDIZAJE DE LAS CC.EE.)|
|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|
|Classroom activities:||55||Individual study:||95|
|Main teaching language:||Inglés||Secondary teaching language:||Castellano|
The subject takes into consideration the basis of the scientific method and the fundamentals of the teaching of Science in Primary Education. The course will focus on the process of acquiring scientific knowledge in children aged 6-12 and the design of suitable activities, experiments and materials according to the curriculum. This subject is part of the module Enseñanza y Aprendizaje de Ciencias Experimentales and is linked to the course Investigación e Innovación en Ciencias Experimentales. In addition to this, this course follows the approach of the subject Didáctica General along with some other subjects of the same 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.|
|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.|
|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.|
|P16||Acquire the habits and skills to learn alone or with others and foster this among the pupils.|
|Learning outcomes||R01||Know the scientific methodology applied to research in education.|
|R02||Understand basic concepts linked to the experimental sciences.|
|R03||Identify the basic principles and fundamental laws of these key sciences for the teaching and learning process at primary level.|
|R04||Analyse and understand the educational and learning processes inside and outside the classroom for the 6-12 age group.|
|R05||Value the pursuit of science and its results over the history of mankind with regard to awareness of the self and of others, natural phenomena and social evolution.|
|R06||Understand the basic principles and fundamental laws of the experimental sciences and master the specific abilities to generate scientific knowledge (design experiments, fieldwork and scientific communication).|
|R07||Develop experiments based on their own creation of the necessary materials.|
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 responsibility to reach the level required through independent study and language support courses, either at the Instituto de Lenguas Modernas or other centres. The Instituto de Lenguas Modernas provides language support classes for those students who have not reached the required B1 level. Please speak to your lecturer regarding how you can enrol for these courses.
The subject is organized in three blocks, each of them divided in different units.
- Block I: Fundamentals of Science and Science Teaching
- Block II: Science in the Primary Classroom
- Block III: Natural Science Curriculum
Practical workshops will be present throughout the whole course in order to carry out practical science activities such as experiments or fieldworks.
The sessions will be organized in a way that combines master classes and presentations with practical activities.
|1 - BLOCK 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 - BLOCK 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 - BLOCK 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:
A wide range of teaching and learning methodologies will be used in this course. The sessions will be based mainly on both the constructivist and the communicative approach, so students will be required to participate actively in order to construct their leaning. Lectures will be present as well as debates, presentations and hands-on activities. Taking into account the practical nature of the subject, the approach will be highly practical and experimental. Students will be expected to acquire multiple strategies to be applied in their future classes. Besides, during the course, different teaching materials will be either analysed or created by the students.
Service-Learning methodology will be present in the form of the Service-Learning Project "Construimos un ecosistema de innovación educativa: Escape Room en el CEIP Ciudad de Zaragoza" along with the subject Fundamentos de Aprendizaje de las Ciencias Sociales. Stages in the project:
-Stage I: Planning. An educational and social need was encountered at CEIP Ciudad de Zaragoza.
-Stage II: Development of the project. Group work. Revision of materials: Natural Science curriculum, syllabus at CEIP Ciudad de Zaragoza, bibliography...
-Stage II: Development of the project. Group work. Designing of the activities to be carried out during the Escape Room (learning outcomes, contents, assessment criteria...) Revision of the activities and the rubrics.
-Stage II: Implementation and closure. The Escape Room sessions will take place at CEIP Ciudad de Zaragoza on 17th April.
-Stage III: Process of reflection and evaluation about the implementation and all the stages in the project.
Different active methodologies will be also present during the course such as Cooperative Learning (by means of cooperative grouping) or the use of a varied range of applications and ICTs. As the subject will be taught through English, a CLIL approach will be used by the lecturer in the teaching of the course. A portfolio will be used for the students to record their reflections and comments about the class. How this portfolio will be assessed will be explained later in this syllabus.
Students will be encouraged to attend any activities outside the classroom which may be of interest to them such as Learning Space sessions, workshops, talks or visits to schools.
Students will also be expected to attend tutorials. The lecturer will inform students about tutorial times. Students will be asked to make a previous appointment by email with their lecturer (email@example.com).
As regards independent study, students will be expected to complete all independent study tasks mentioned in this syllabus. All students are required to upload their assessment tasks on the PDU before the submission deadline.
Student work load:
|Teaching mode||Teaching methods||Estimated hours|
|Other theory activities||10|
|Practical work, exercises, problem-solving etc.||6|
|Extra-curricular activities (visits, conferences, etc.)||5|
|Individual coursework preparation||18|
|Group cousework preparation||18|
Calculation of final mark:
*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.
BIBLIOGRAPHY AND DOCUMENTATION:
|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|
|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.|
|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|
|Recursos- Graó Publicaciones||http://alambique.grao.com/recursos|
|Science Experiments for Kids||http://www.sciencekids.co.nz/experiments.html|
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