Logo UAB
2023/2024

Teaching and Learning of the Natural, Social and Cultural Environment

Code: 102046 ECTS Credits: 10
Degree Type Year Semester
2500798 Primary Education OB 2 A

Contact

Name:
Victor Lopez Simo
Email:
victor.lopez@uab.cat

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.

Teachers

Maria Espinet Blanch
Gustavo Alonso Gonzalez Valencia
Roser Canals Cabau
Beatriz Ximena Cantero Riveros
Carles Anguera Cerarols
Victor Lopez Simo
Francisco Gil Carmona

Prerequisites

Non prerequisites


Objectives and Contextualisation

  • To analyse the Primary Education curriculum related to Natural, Social and Cultural Environment Education.
  • To interpret the curriculum in terms of several criteria to select, organise or order school contents related to natural and social education.
  • To identify and value the contributions of experimental sciences to teaching and learning, for a definition of a school science.
  • To identify and value the contributions of social sciences, geography and history to teaching and learning, for the building of a geographical space, historical time and social studies in the school
  • To value equality between all human beings. 

Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Develop and evaluate contents of the curriculum by means of appropriate didactic resources and promote the corresponding skills in pupils.
  • Developing and evaluating content of the curriculum using appropriate teaching resources and promoting the acquisition of basic skills by students.
  • Know the basic curriculum of the social sciences.
  • Know the curricular areas of Primary Education, the interdisciplinary relation between them, the evaluation criteria and the body of didactic knowledge regarding the respective procedures of education and learning.
  • Know the school curriculum for these sciences.
  • Maintain a respectful attitude to the natural, social and cultural environment to foster values, behaviours and practices that attend to gender equality, equity and respect for human rights.
  • Understanding the basic principles and fundamental laws of the experimental sciences (physics, chemistry, biology and geology).
  • Understanding the basic principles of the social sciences.

Learning Outcomes

  1. Apply models for teaching social sciences in developing the curriculum on knowledge of the Environment.
  2. Apply models of experimental sciences to the development of the curriculum on knowledge of the pec.
  3. Being able to apply scientific knowledge in order to interpret and act on the phenomena in everyday life.
  4. Being able to develop basic skills from the Environmental Studies curriculum in the students.
  5. Being able to use basic models of the experimental sciences in order to interpret and act on the phenomena in everyday life.
  6. Correctly relating the contents of Environmental Studies with the possible contributions in the corresponding skills.
  7. Demonstrate that attitudes regarding gender equality are identified, practiced and defended.
  8. Demonstrate that attitudes regarding human rights as knowledge and tools for coexistence are identified, practiced and defended.
  9. Demonstrate that attitudes regarding sustainability of the natural environment are identified, practiced and defended.
  10. Explain the explicit or implicit code of practice of one's own area of knowledge.
  11. Identifying and analysing aspects of interdisciplinarity present in the curriculum, taking into account aspects of the content, of the methodology of teaching and of the processes for learning the social and experimental sciences.
  12. Identifying the purposes, content and structure of the experimental sciences in the nature studies curriculum in primary education.
  13. Identifying the purposes, content and structure of the social sciences in the social environment curriculum in primary education.
  14. Knowing how to design didactic sequences and evaluate them, based on consistent teaching resources.
  15. Knowing how to interpret the contents of Environmental Studies and assess the learning using curriculum materials and relevant resources.

Content

Content

  • The goals of teaching and learning natural and social sciences through the environment in primary education
  • The evolution, structure, and characteristics of the “Environmental Knowledge” area within the Primary Education Curriculum 
  • The competencies approach to the curriculum in primary education: The competencies in the area of natural and social science
  • Content typology and selection criteria within natural science education
  • Content typology and selection criteria within social science education
  • Introduction to models on the teaching of historical time
  • The sequence of activities: The learning cycle
  • Assessment in the “Environmental Knowledge” area of primary education curriculum
  • Teaching and learning science in primary education: School Science
  • Modelling teaching approach in school science
  • Introduction to teaching models of geographic space
  • Globalization, interdisciplinariety, and transdisciplinariety in the teaching of natural and social sciences through the environment. Outdoor activities and field work
  • Promoting Scientific inquiry in primary education
  • The contributions of social sciences to the teaching and learning: School Social Studies

Methodology

This subject has been planned taking into account that there will be:
										
											
										
											- expositions by the teaching staff of the contents and basic issues of the syllabus
										
											
										
											- debates and discussions in small groups by students to analyze and prepare evaluation reports, study and/or resolution of cases
										
											
										
											- cooperative learning by the students to deepen the content and themes worked on during the lectures
										
											
										
											- a two-day trip to Empurias, for groups 21 and 31 on April 2 and 3, 2024, and for groups 41 and 71 on April 16 and 17. Attendance at the outing is mandatory, and if for justified reasons (work or health) the student cannot attend, there will be an alternative assignment. The approximate price is 50 euros, and includes full board at the Alberg d'Empuries.

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.


Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
(Seminars) Work spaces in reduced groups (1/3 out of the whole group) supervised by the professor. These sessions are devoted to deepen the contents tackled in whole group sessions. In these seminars, students work in groups to analyse and elaborate report 25 1
(Whole group sessions) Presentations about basic content knowledge carried out by the professor. These sessions are offered to the whole group and allow discussing main contents promoting students' active participation. 43 1.72 2, 14
(Whole group) Field trip – Outdoor activity 15 0.6
Type: Supervised      
Tutorials and assessment of students' reports and papers (case studies, posters, oral presentations, lab reports, field trip...) 42 1.68
Type: Autonomous      
Students' elaboration of papers, seminar reports, and tasks related to the whole group sessions. Students' search for information and materials, study and preparation of exams, readings. 125 5

Assessment

The continuous evaluation of the subject includes:

  1. Final exam of the 1st semester on 23/01/2024 (Individual – 25% subject): It will have 2 parts, one corresponding to the contents of the natural environment and the other corresponding to the contents of social and cultural environment.
  2. Final exam of the 2nd semester on 28/05/2024 (Individual – 25% subject): It will include questions about didactic design and interdisciplinarity in the natural, social and cultural environment.
  3. Seminars (Group – 25% subject): The teaching staff will request throughout the course tasks associated with the seminars that must be delivered in the Virtual Campus. In case of not delivering a delivery on time, it will consist of a value of 0, and will average with the rest of the deliveries. 
  4. Empúries Project (Group – 25% subject): It will be presented during the month of May 2024, and includes the qualification of the written work and its oral presentation, as well as the realization of activities before, during and after the visit to Empúries.

In order to pass the subject through continuous assessment, students must:

  • Having attended 80% of sessions corresponding to seminars, laboratories and outings
  • Have obtained 5 or more both the Seminars and the Empúries Project or, in exceptional and justified cases, have delivered equivalent tasks agreed with the teaching staff of the subject.
  • Have an average equal to or greater than 5 between the two exams (1st and 2nd semester). Otherwise, it will be necessary to submit to a single exam of recovery of the subject on 18/06/2024.  The maximum grade of this recovery exam is 5.
  • Do not engage in fraudulent or unethical practices in the performance of tasks, as well as comply with safety regulations in the laboratory or on trips

In case of single evaluation of the subject, the call for evaluation will be on 28/05/2024, and will have three sections:

  1. Single exam (Individual – 50% subject), which will have 3 parts: contents of natural environment, contents of social environment, and contents on didactic design and interdisciplinarity. The overall grade of the test must be 5 out of 10, with a minimum grade of 4 out of 10 in each of the parts.
  2. Seminars (Individual – 25% subject), which will include the delivery of the set of tasks requested by the teachers throughout the course in a single document. The criteria of correction and qualification of work will be equivalent to those used in the format of continuous assessment, but a small oral presentation of the document that proves the authorship and authenticity of the learning is added.
  3. Empúries Project (Individual – 25% subject): Includes the qualification of the written work and its oral presentation, as well as graphic evidence of the visit to Empúries on dates prior to the delivery of the work.

In order to pass the subject through single assessment, students must:

  1. Pass each of the three sections separately (Exam, Seminars and Empúries Project). In case of not passing the exam, you can opt for the recovery of the exam on 18/06/2024 together with the students of continuous evaluation.
  2. Do not engage in fraudulent or unethical practices in the performance of tasks, as well as comply with safety regulations in the laboratory or on trips. 
Finally, in the case of a sintesis assessment, to pass the subject students must:
  • Having delivered 2/3 of the required tasks in previous courses.
  • Pass the exam on 28/05/2024, which will have 3 parts: natural environment content, social environment content, and didactic design and interdisciplinarity content. The joint grade of the exam must be 5 out of 10, with a minimum grade of 4 out of 10 in each of the parts. If not pass it, the retake exam is on 18/06/2024 together with the continuous assessment students.
  • Not to engage in fraudulent or unethical practices in the performance of tasks

 


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Group reports and tasks about contents tackled (Block 3, group) 25% 0 0 1, 2, 7, 9, 8, 10, 11, 12, 13, 6, 14, 15, 3, 5, 4
Group work about the field trip, outdoor visits and interdisciplinariety (Block 2, group) 25% 0 0 1, 2, 7, 9, 8, 10, 11, 12, 13, 6, 14, 15, 3, 5, 4
Individual assessment about knowledge developed (Written exam about content knowledge. Block 1, individual) 50% 0 0 1, 2, 10, 11, 12, 13, 6, 14, 15, 3, 5, 4

Bibliography

Bale, J. (1989). Didáctica de la geografía en la escuela primaria, Madrid: MEC/Morata.

Batllori, R. (1995). Percepció i representació de l'espai. Una didàctica de l'espai. Guix, 208: 5-11.

Bell, B.(2005).  Learning in Science. London: Routledge Press

Benejam, P. (1997). Las finalidades de la educación social. Benejam, P. y Pagès, J. (coord.) (1997). Enseñar y aprender Ciencias Sociales, Geografía e Historia. Barcelona, ICE / Universidad de Barcelona / Horsori, 33-51.

Benlloch, M. et al. (2005) Curs per a l'actualització de l'ensenyament/aprenentatge de les ciències naturals. Barcelona: Departament d'educació

Canals, R. (2009). La evaluación de la competencia social y ciudadana. Aula de Innovación Educativa, 187:16-21.

Català, M. et al (2002) Las ciencias en la escuela. Teorías y prácticas. Barcelona: Graó

Council Of Europe. (2018). Reference framework of competences for democratic culture. Volume 1. Context, concepts and model. Council of Europe. Council of Europe: Strasbourg

Cooper, H. (2002). Didáctica de la historia en la educación infantil y primaria. Madrid: Morata.

Driver, R. I alt (1989) Ideas científicas de la infancia y la adolescencia. Madrid. Morata.

Fien, J. (1993). Geografía, sociedad y vida cotidiana. Documents d'Anàlisi Geogràfica, 21: 73-90.

Izquierdo, M.; Aliberas, J. (2004) Pensar, actuar i parlar a la classe de ciències. Bellaterra: Servei de Publicacions UAB

Harlen, W. & Qualter, A. (2004). The teaching of Science in Primary Schools. London: David Fulton Press.

Jorba, J.; Sanmartí, N. (1994) Enseñar, aprender y evaluar: un proceso de regulación continua. Madrid: Centro de Investigación y Documentación Educativa

Novak, J.D. i Gowing, D.B. (1988) Aprendiendo a aprender. Barcelona. Martínez Roca.

Pagès, J. (2009). Competència social y ciudadana. Aula de Innovación Educativa, 187. Pàg. 7-11. 12-15.

Pujol, R.M. (2001). Les ciències, més que mai, poden ser una eina per formar ciutadans i ciutadanes. Perspectiva escolar, 257, 2-8.

Pujol, R.M. (2003) Didáctica de les Ciencias en la educación primaria. Madrid: Síntesis

Sanmartí, N. (2007) 10 ideas clave. Evaluar para aprender. Barcelona: Graó

Santisteban, A. (2009). Cómo trabajar en clase la competencia social y ciudadana. Aula de Innovación Educativa, 187.

Santisteban, A. ; Pagès, J. (2006). La enseñanza de la historia en la educación primaria. Casas, M. - Tomàs, C. (coord.) Educación Primaria. Orientaciones y Recursos, pàg. 468/129-468/160. Barcelona: Wolters Kluwer Educación.

 

 


Software

non