Faculties and centres
This subject complements the 2nd year one, with the same name and number of credits (Teaching and Learning of Experimental Sciences I). The overall didactic planning of the subject has been made considering: 1) The characteristics of the students; 2) The overall time available for the teaching and learning of experimental sciences in the curriculum and 3) the recommendations and legislative orientations on the area.
These conditions are summarized as follows:
- Almost 75% of the students have not received education on physics, chemistry, biology or geology since 3rd year of ESO.
- Most of them have negative initial attitudes towards science teaching/ learning (especially towards physics and chemistry), less towards biology.
- Out of a total of 240 curriculum credits, all students will just receive 12 credits of science teaching/learning. There is an optional subject that probably, due to not belonging to any “mention of specific training”, is chosen by very few students.
- Following both recommendations and legal guidelines, a science teaching method that is coherent with scientific practices is promoted (within what is feasible at the level of primary education), as well as the key competences that can be also identified as inherent to scientific practices.
- The importance of creating a "learning community" committed to both contents and evaluation methods, advises to give some flexibility to both aspects.
This situation motivates the development of a common program, with continuity, for the two subjects of teaching and learning of experimental sciences, placing first:
- Depth versus breadth.
- Quality and selection of the contents with criteria instead of a superficial treatment of all the scientific contents that could involve the primary stage.
- Methodological coherence between what is recommended and how the lectures are developed.
- Margin of flexibility regarding content and evaluation instruments.
General Competences (CG)
Specific Competences (CE)
The general goal of the subject is that students learn how to analyze, modify and develop teaching sequences on the great ideas of science, within the science teaching model based on inquiry.
- To understand (some of) the great ideas of science (at a level that allows designing and/ or appropriating teaching sequences meaningfully, which represents a progression in this ideas), check the contents.
- To know the primary school children’s conceptions regarding these topics, as well as other obstacles to learning.
- To know how to design teaching sequences based on inquiry.
- To know how to analyze the characteristics of textbooks and their most common and important deficiencies and how to solve them as much as possible.
- To appropriate of teaching sequences on the studied scientific topics, for the different primary cycles.