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Course description
  TEACHING AND LEARNING EXPERIMENTAL SCIENCES II

Competencies and objectives

 

Course context for academic year 2021-22

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.

 

 

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.
  • CE4 : Motivate and promote the progress of students in school in the framework of comprehensive education and promote their self-learning skills, starting with the targets and content of each educational level, with positive expectations of student progress. All of this while renouncing traditional stereotypes that are external to learning, and developing strategies to avoid discrimination and exclusion.
  • 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

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.

It requires:

- 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.

 

 

General

Code: 17532
Lecturer responsible:
ROSA CINTAS, SERGIO
Credits ECTS: 6,00
Theoretical credits: 0,60
Practical credits: 1,80
Distance-base hours: 3,60

Departments involved

  • Dept: GENERAL DIDACTICS AND SPECIFIC DIDACTICS
    Area: TEACHING EXPERIMENTAL SCIENCES
    Theoretical credits: 0,6
    Practical credits: 1,8
    This Dept. is responsible for the course.
    This Dept. is responsible for the final mark record.

Study programmes where this course is taught