Degree | Type | Year | Semester |
---|---|---|---|
4310486 Teaching in Secondary Schools, Vocational Training and Language Centres | OT | 0 | A |
No requirements
The aim of the subject is to bring future science teachers closer to the knowledge of science teaching, and to the specific didactics of each discipline. So that they can teach the contents of the areas of knowledge of biology and geology and physics and chemistry, integrating disciplinary knowledge and those of science teaching taking into account the knowledge of other areas such as the 'epistemology, language and communication, psychology and pedagogy.
Includes 2 blocks: Learning and teaching Biology and Geology (9cr) and Teaching innovation and Introduction to Biology and Geology Education Research (6 cr)
BIOLOGY AND GEOLOGY DIDACTICS
The block "Biology and Geology didactics" is divided into 2 parts: "Learning and teaching Biology and Geology " (9cr) and "Teaching innovation and introduction to research in Biology and Geology didactics" (6cr).
Learning and teaching Biology and Geology (9cr)
Introduction to Science Education (3cr)
- Purpose of teaching science at ESO
- The teaching of science and development of scientific competence
- What is science? Reflections on the epistemology of science
- What science should be taught in school?
- Didactic models and preconceptions
- The learning cycle and activities
- Assessment and regulation of learning
Biology Didactics (3cr)
- Biology Didactics (3cr)
- Models (living thing, cell, ecosystem, genetics and evolution and key concepts in school biology What and why.
- Selection and sequencing of content to teach.
- Learning scenarios and resources
- Previous ideas and learning difficulties related to big ideas and proposals for overcoming them.
- Modelling, inquiry and argument
- Biology in context
Geology Didactics (3cr)
- Models and key concepts in school geology. What and what for.
- Selection and sequence of contents to teach.
- Learning scenarios and resources.
- Misconceptions and learning difficulties related to the great ideas and ways to overcome them.
- Modelling, inquiry and argumentation in school Earth Science.
- Earth Science practical activities
- Earth Sciences relation to the other Experimental Sciences.
Teaching innovation and introduction to research in Biology and Geology (6 cr)
Teaching innovation
- The curriculum. Learning objectives, programming and evaluation.
- Diversity of types of competence teaching units according to the approach: progressions, projects, inquiry, ABP, modelling etc.
- Contexts and knowledge transfer.
- The development of transversal skills: critical thinking, cognitive-linguistic, digital, self-regulation, etc.
Introduction to Biology and Geology Education Research
- Reflective practice: reflection on practice and its relationship to educational innovation
- The classroom observation: goals, models of observation and instruments
- Methodological bases for innovation and educational research
The proposed teaching methodology and assessment may undergo some modification depending on the attendance restrictions imposed by the health authorities.
The hours indicated for each of the training activities are indicative and can be modified slightly depending on the schedule or the teaching needs.
In classroom activities, students will be proposed to work in small groups to promote the maximum participation of all students.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Assistčncia i participació a les classes magistrals, prąctiques de laboratori, sortides, etc, i la realització i avalaució d'activitats relacionades | 97.5 | 3.9 | 15, 1, 13, 5, 6, 7, 9, 3, 4, 8, 10, 18, 11, 12, 16, 17, 19 |
Type: Supervised | |||
Revisió, realització i avaluació de treballs (informes, estudis de cas, resolució de problemes, exposicions, prąctiques de laboratori, treballs de camp, ...) | 75 | 3 | 15, 1, 13, 5, 6, 7, 9, 3, 4, 8, 10, 18, 11, 12, 16, 17, 19 |
Type: Autonomous | |||
Anąlisis de lectures i propostes d'innovació didąctica, realització d'informes, disseny d'activitats, anąlisis i resolució de casos | 202.5 | 8.1 | 15, 1, 13, 5, 6, 7, 9, 3, 4, 8, 10, 18, 11, 12, 16, 17, 19 |
Evaluation criteria
The class attendance is mandatory. The student must attend a minimum of 80% of the full sessions of the module. Otherwise it will be considered "no show".
To pass the module is necessary to have passed each of the blocks of content and each of the themes that shape and can still be made independently
Summative evaluation of each of the themes of each block includes group activities and individual activities. To make media should take at least 4 of each of the planned activities to be evaluated and that teachers previously indicated.
Throughout the module part of each teacher / a imparts, you can ask additional tasks without having to be necessarily considered assessment tasks, but delivery obligations.
Delivery of work is primarily done via the virtual campus. They may enable other routes of delivery, in agreement with the teachers, informed via attendance in class and via virtual.o moodle campus. No work delivered by way not agreed with the teacher / a nor work with incorrect formats, which do not include the names of the authors and subject matter to which they refer or sent after the deadline will be accepted.
Since the lingua franca of the master and secondary education is Catalan, oral and written tasks related to this module will be presented in this language. In written tasks, linguistic correction, composition skills and formal presentation aspect will be considered. Nevertheless, it is necessary to express yourself with fluency and correction in oral activities. A prominent level of comprehension of academic documents will also be required. An activity may not be assessed, not given back or failed if any of the mentioned requirements are not accomplished.
Work and examinations will be assessed at most one month after delivery or performance.
According to the regulations UAB, plagiarism or copying of any work will be penalized with a 0 rating, losing the ability to recover, whether it is an individual work and group (in this case, all group members will have a 0).
Introduction to Science Education
- Personal reflection in relation to an ideal science class.50%. Delivery date: the document is done the first day of the master and students' will reflect on it the last day of the teaching.
- Suggestion of a competency question for assessment purposes 50%. Delivery date: 28/10/2022
Teaching innovation and introduction to research in Phisics and Chemistry didactics
- Personal Portfolio 70%. Two entries in the whole course, digitally in a moodle forum. Each entry has to deal with an aspect chosed by the student from one of the two blocks of content of the subject, in relation with the preparation of her TLS and her teaching practice. It will be necessary to show an adequate mastery of the content knowledge of the subject for the teaching practice.
First entry: 03/02/2023
Second entry: 12/05/2023
- Design of a proposal ABP 30% (group work). Delivery date: 15/05/2023
Biology Education
Individual task: Throughout the course all students will perform a microteaching, ie a small classroom intervention where they will have to act as teachers to the rest of the group and implement a teaching activity designed for the occasion. Once the microteaching has been carried out, each student must prepare a written text that includes sufficient evidence of learning during the process of preparation (pre), implementation and reflection (post) of the microteaching: identifying own mistakes, proposing improvements, applying- to new contexts, relating it to didactic concepts learned during the course, etc. Therefore, the quality of the implementation of microteaching itself will not be qualifiable, but doing so is a prerequisite for preparing the subsequent reflection paper for the final individual qualification. Delivery: 17/02/2023. Recoverable task.
Geology Education
Individual task: Throughout the course all students will perform a microteaching, ie a small classroom intervention where they will have to act as teachers to the rest of the group and implement a teaching activity designed for the occasion. Oncethe microteaching has been carried out, each student must prepare a written text that includes sufficient evidence of learning during the process of preparation (pre), implementation and reflection (post) of the microteaching: identifying own mistakes, proposing improvements, applying- to new contexts, relating it to didactic concepts learned during the course, etc. Therefore, the quality of the implementation of microteaching itself will not be qualifiable, but doing so is a prerequisite for preparing the subsequent reflection paper for the final individual qualification. Delivery: 17/02/2023. Recoverable task.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Evaluation of Biology Education | 20% | 0 | 0 | 15, 1, 13, 5, 6, 7, 9, 3, 4, 8, 10, 18, 11, 12, 16, 17, 19 |
Evaluation of Geology Education | 20% | 0 | 0 | 15, 1, 13, 5, 6, 7, 9, 3, 4, 8, 10, 18, 11, 12, 16, 17, 19 |
Evaluation of Innovation and Research in Education | 40% | 0 | 0 | 15, 1, 13, 2, 5, 6, 7, 9, 3, 4, 8, 10, 18, 11, 12, 14, 16, 17, 19 |
Evaluation of Introduction to Science Education | 20% | 0 | 0 | 15, 1, 7, 9, 3, 8, 18 |
BIBLIOGRAPHY Science Education
COUSO, Digna; JIMÉNEZ-LISO, Rut; et al (Coord) (2020) Enseñando ciencia con ciencia. Madrid: Fundación Lilly; FECYT. Disponible online en: https://ddd.uab.cat/record/220343
DOMÈNECH, Jordi (2019). Aprenentatge basat en projectes, treballs pràctics i controvèrsies. 28 propostes i reflexions per ensenyar Ciències. Premi Marta Mata de Pedagogia 2018. Rosa Sensat.
DRIVER, Rosalin et al. (1991). Ideas científicas en la infancia y la adolescencia. Madrid: Ed. Morata/MEC.
FERNÁNDEZ, Juan. (2021) Educar en la Complejidad. Barcelona: Plataforma Actual
FURMAN, Melina (2022) Enseñar Distinto. Clave Intelectual.
GRAU, Ramon. (2010.) Altres formes de fer ciència. Alternatives a l’aula de secundària. Associació de Mestres Rosa Sensat.
HARLEN, Winnie. (2010). Principios y grandes ideas de la educación en ciencias. Ed. Rosa Devés (www.innovec.org.mx)
IZQUIERDO, Mercè., ALIBERAS, Joan., (2004). Pensar, actuar i escriure a la classe de ciències. Per un ensenyament de les ciències racional i raonable. Cerdanyola. Publicacions de la UAB.
JIMENEZ- ALEIXANDRE, Maria Pilar (coord). (2003) Enseñar ciencias. Graó.
MORALES, Mariana FERNANDEZ, Juan (2022) La evaluación formativa. Biblioteca de Innovación Educativa SM.
RUIZ-MARTÍN, Hector (2021) Cómo aprendemos. Barcelona: Graó
SANMARTÍ, Neus (2010) Diez ideas sobre evaluación. Barcelona: Graó
SANMARTÍ, Neus. (2002) Didàctica de las ciencias en la educación secundaria obligatoria. Sintesis Educacion.
Official documents
Curriculum secundària www.xtec.cat
https://documents.espai.educacio.gencat.cat/IPCNormativa/DOIGC/CUR_ESO.pdf
Informe PISA http://www.gencat.net/educacio/csda/publis/quaderns.htm
Enseñanza de las Ciencias Magazine
Alambique. http://alambique.grao.com
Ciències: Revista del Professorat de Ciències d'Infantil, Primària i Secundària. http://crecim.uab.cat/revista_ciencies/revista/index.htm
Enseñanza de las Ciencias. Revista de Investigación y Experiencias Didácticas. http://www.raco.cat/index.php/ensenanza
Curricular Projects
IZQUIERDO, M. (Coord.). (1993), Ciències 12-16. CDEC. Generalitat de Catalunya
Projecte Advancing Phisics. IOP. http://advancingphysics.iop.org/
Projecte 21st Century Science. The University of York & Nuffield Foundation. http://www.21stcenturyscience.org/
Projecte Física i Química Salters i Salters Horners. The University of York, Nuffield Foundation, Salters Institute and Horners Co.
Salters Advanced Chemistry www.salters.co.uk/institute/curriculum_advanced.html
Salters Horners Advanced Physics www.salters.co.uk/institute/curriculum_horners.html
Disponible en català a: http://www.xtec.es/cdec/formacio/pagines/salters_f.htm
Projecte IDEAS, Nuffield Foundation & School of Education, Kings’ CollegeLondon.
Original: www.kcl.ac.uk/schools/sspp/education/research/projects/ideas.html
Disponible en català a: http://phobos.xtec.cat/cdec/
Geology didactics
BLANCO- ANAYA, Paloma.; JUSTI, Rosaria. & DÍAZ BUSTAMANTE, Joaquin. (2017): Challenges and opportunities in analysing students modelling, International Journal of Science Education, 39:3, 377-402.
BOND, C.E.; PHILO, C. & SHIPTON, Z.K. (2011): When There isn't a Right Answer: Interpretation and reasoning, key skills for twenty‐first century geoscience, International Journal of Science Education, 33:5, 629-652.
CORBI, Hugo. & MARTÍNEZ-MARTÍNEZ, Javier. (2015): Interpretando ambientes sedimentarios: taller de sedimentología con arenas como actividad didáctica de Ciencias de la Tierra. Enseñanza de las Ciencias de la Tierra, 2015 (23.2), 242-252.
FRANCEK, M. (2013): A Compilation and Review of over 500 Geoscience Misconceptions, International Journal of Science Education, 35:1, 31-64.
FROYLAND, M.; REMMEN, K.B.; SORVIK, G.O. (2016): Name-Dropping or Understanding?: Teaching to Observe Geologically. Science Education, Vol. 100, No. 5, pp. 923–951.
JEE, B. D., UTTAL, D. H., GENTNER, D., MANDUCA, C., SHIPLEY, T., SAGEMAN B., ORMAND, C. J.,TIKOFF, B. (2010). Analogical thinking in geoscience education. Journal of Geoscience Education, 58 (1), 2-13.
MEDINA, J.; REBELO, D.; MORGADO, M.; MONTEIRO G.; BONITO, J.; MARTINSL. ; MARQUES, L. (2013): Una contribución para la educación de la ciudadanía: el tiempo geológico. Enseñanza de las Ciencias de la Tierra, (21.1), 38-47.
PEDRINACI, Emilio. (2016):Qué debe saber todo ciudadano acerca del planeta en que habita. Alambique. Didáctica de las Ciencias Experimentales, núm. 83, 7-12.
REBELO, D.; MARQUES, L., COSTA, N. (2011): Actividades en ambientes exteriores al aula en la Educación en Ciencias: Contribuciones para su operatividad. Enseñanza de las Ciencias de la Tierra, (19.1), 15-25.
Biology didactics
ARCA, Maria (1990). Enseñar ciencia : cómo empezar : reflexiones para una educación científica de base.Barcelona. Paidós : Rosa Sensat, 1990.
ARCA, Maria (1987). Guardare per sistemi, guardare per variabili :un approcio alla fisica e alla biologia per la scuola dell obbligo. Torino : Emme Edizioni,
ARCA, Maria (2005). Organismi viventi : forme, transformazioni e sviluppo : itinerari di lavoro per la classe prima, seconda e terza elementare. Torino : Emme Edizione.
ARCA, Maria (2005). Il Corpo umano. Roma : Carocci Faber
CAÑAL, PEDRO (coord.). (2011).Biología y geología : complementos de formación disciplinar. Barcelona : Graó
GIORDAN, Andrée (2001). El Meu cos, la primera meravella del món. Barcelona : La Campana, 2001.
GIORDAN, Andrée (1988). Conceptos de biologia. Barcelona : Labor; Madrid : M.E.C., 1988.
GIORDAN, Andrée; DE VECCHI, Gerard (1988). Los Orígenes del saber : de las concepciones personales a los conceptos científicos Sevilla : Diada Editoras, 1988.
Webgrafia
Aplicació de recursos al currículum
Web del departament d’Ensenyament on trobar activitats,indexades per tema i curs
http://apliense.xtec.cat/arc/
Webs d’en Jordi Domènech
Webs amb molts recursos per treballar a l’aula
https://jordidomenechportfolio.wordpress.com/
https://sites.google.com/a/xtec.cat/c3/ciencia-llengua-i-comunicacio
CESIRE
Web del Centre de Recursos Pedagògics Específics de Suport a la Innovació i la Recerca Educativa. Hi trobareu recursos, informacions, cursos de formació, material en préstec, etc.
http://www.xtec.cat/web/innovacio/cesire
Nuffield foundation
La Nuffield Foundation és una fundació inglesa fundada el 1943 pel fundador de la Morris Motors amb l’objectiu de millorar el benestar social. Financien recerca i innovació en educació i polítiques socials. Hi trobareu molt recursos d’activitatsi projectes.
http://www.nuffieldfoundation.org/science-education#1
Science web Australia
Web amb activitats diverses.
http://scienceweb.asta.edu.au/
http://www.arkive.org/education/
No specific programs needed