TEACHING AND LEARNING EXPERIMENTAL SCIENCES I

Competencies and objectives

Course context for academic year 2021-22
Course content (verified by ANECA in official undergraduate and Master’s degrees)
Learning outcomes (Training objectives)
Specific objectives stated by the academic staff for academic year 2021-22

Course context for academic year 2021-22

The educational purpose of this subject has been designed taking into account: 1) The student's features; 2) Total available time to teaching and learning of science in the study plan, and 3) the legal requirements about this area of knowledge. These restraints are summed up in:
Almost 75% of students do not have studied physics, chemistry, biology, or geology since Secondary School.

Most of them have negative attitudes toward teaching and learning science (especially toward physics and chemistry).
From 240 credits of the study plan, all students will study only 12 credits related to teaching and learning science.
There is a general interest in instructing future primary teachers in a way that enables them to be able to teach science in accordance, as well as point out legal requirements in the pedagogical content knowledge.

For all these reasons, we have designed a shared program for both subjects of teaching and learning science, and we have chosen:

Depth against extent
The quality and the selection of the contents instead of the superficial treatment of more scientific contents related to primary school.
Methodological coherence between what is said and how classes are developed.

Course content (verified by ANECA in official undergraduate and Master’s degrees)

General Competences (CG)

CG1 : Identify information needs and then find, analyse, process, evaluate and communicate it effectively, critically and creatively.
CG2 : Plan, organise and manage processes, information, problem-solving and projects. Possess initiative, entrepreneurial spirit and the ability to generate new ideas and actions.
CG3 : Show oral and written language skills for teaching (official languages of the Region of Valencia and foreign languages) and the ability to communicate on different levels in different registers.
CG4 : Use the new information and communication technologies to learn, communicate and share knowledge.
CG5 : Work in a team, collaborating and leading when necessary.
CG7 : Capacity for criticism and self-criticism, giving reasoned judgements and ethical, professional and personal commitment. Motivated to improve quality.
CG8 : Understand learning as a global, complex and transcendent fact, control one's own learning and mobilise all kinds of knowledge, adapting to new situations and connecting knowledge as a means of creating new knowledge.
CG9 : Assess the social and environmental impact of actions taken in one's field.

Specific Competences (CE)

CE10 : Use assessment in its pedagogical function, and not only for accreditation, as an element that regulates and promotes improved teaching, learning and the training process itself, assuming the need for continuous professional development through reflection, self-assessment and research into one's own practice.
CE11 : Understand that education in general and teaching and learning processes in particular are complex. Assume that working as a teacher means improving, updating and adapting to scientific, pedagogic, social and cultural change. Understand the importance of taking part in innovation and research projects related to teaching and learning, and of introducing innovative proposals into the classroom.
CE12 : Express oneself orally and in writing with the necessary fluency and precision in Catalan and Spanish to be able to teach at primary level and also use a foreign language as a vehicle in certain classroom situations.
CE3 : Organise teaching in the framework of the epistemological paradigms of the subjects of the degree course, combining one's knowledge of the discipline with the transversal and multidisciplinary knowledge needed for the respective levels of education, showing one's understanding of the learning aims of the areas of knowledge laid down in the primary education curriculum.
CE6 : Encourage students to act as responsible and critical citizens to promote the shared construction of democratic standards of coexistence and work together to resolve problematic situations and conflicts. Be able to analyse social inequalities in the framework of the complex education-school relationship and the role of teachers in reproducing and/or transforming them.
CE7 : Design and develop educational projects, programming units, contexts, activities and materials, including digital material, to allow the curriculum to be adapted to the diverse nature of the students and promote the quality of the contexts in which the educational process takes place, thus guaranteeing their well-being.
CE8 : Assume the ethical dimension of teaching, acting responsibly, making decisions and critically analysing educational concepts and proposals proceeding from both research and innovation and from educational administration.

Learning outcomes (Training objectives)

No data

Specific objectives stated by the academic staff for academic year 2021-22

To know which factors influence how a primary teacher teaches science.
To be aware of the necessity of compromise in the improvement of science teaching.
To update the way to teach science during their professional development.
To acquire the inquire based learning model and use it to analyze and to develop teaching sequences in primary school.
To identify essential factors of the scientific methodology and use them to assess scientific dissemination texts, textbooks, media, and pseudoscientific beliefs.
To communicate the results of brief research.
To understand the scientific contents of the Primary Education’s curriculum, deepening in some of them and achieving, in others (*), enough knowledge to carry out with sense the Science Education in Primary School. In particular, it can be promoted that a good apprenticeship can motivate and change negative attitudes to positive ones.

(*) It begins in this subject, but its acquirement will be completed in the science subject of the 3rd course.

Competencies and objectives

Course context for academic year 2021-22

Course content (verified by ANECA in official undergraduate and Master’s degrees)

Learning outcomes (Training objectives)

Specific objectives stated by the academic staff for academic year 2021-22

General

Departments involved

Study programmes where this course is taught