Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | OB | 3 | 1 |
In the Continous Assessment section the following information is missing: “If the recoverable tasks are approved, the grade of the recovered task will be 5.”
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.
It is advisable to have passed the module "Teaching and Learning about the Natural, Social and Cultural Environment in Primary Education".
This module forms part of the Programme of Primary Teacher Education and is intended to deepen the content knowledge and competencies necessary to teach the module "Environmental Knowledge" in primary schools.
This module puts an emphasis on the scientific ideas that should be discussed with primary school students (what we call “content knowledge of school science”). This module also looks at pedagogical approaches that promote an understanding of science as an activity that integrates inquiry, modelling and communication.
The objectives of the module are:
1) To identify and discuss basic content knowledge of school science - key ideas - that are studied in primary education.
2) To embed pedagogical approaches that promote an understanding of school science as an activity that integrates inquiry, modelling and communication (doing, thinking and talking).
3) To become familiar with, design and evaluate teaching activities that promote students’ development of scientific competencies in primary school.
1. Learning and teaching about the Earth and its changes in primary school.
What are the key ideas? What does the official curriculum include? What are the most common students' previous ideas? How to make them evolve?
2. Learning and teaching about materials and their changes in primary school.
What are the key ideas? What does the official curriculum include? What are the most common students' previous ideas? How to make them evolve?
3. Learning and teaching about living beings in primary school.
What are the key ideas? What does the official curriculum include? What are the most common students' previous ideas? How to make them evolve?
4. Learning and teaching about physical systems in primary school.
What are the key ideas? What does the official curriculum include? What are the most common students' previous ideas? How to make them evolve?
5. Transversal issues: Attitudes towards science, gender and science, field trips, interdisciplinarity
Whole group sessions:
Teacher presentations about basic content knowledge. These sessions are offered to the whole group and allow for discussion of the main contents promoting students' active participation. These sessions include activities that can be performed individually, in pairs or in small groups of students, and then, the results of their reflections and discussions are shared with the rest of the group.
Seminars:
Workspaces in small groups (1/2 out of the whole group) supervised by the teacher. These sessions are aimed at embedding the contents studied in whole group sessions. Seminars are held at Lab. Lab coat required.
Tutorials
Tutorials to address queries and questions about the topics studied during the course in order to prepare for the written exam or the assignments to be submitted. Exam review.
Students' autonomous work:
Students' elaboration of papers, seminar reports, and tasks related to the whole group sessions. Students search for information and materials, study and preparation for exams, and readings.
The 1st class starts at 8h or at 16h for the morning or afternoon groups, respectively (whole group class). A detailed chronogram is published in the Campus Virtual.
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 | |||
Seminars | 15.5 | 0.62 | |
Whole group sessions | 22.5 | 0.9 | |
Type: Supervised | |||
Tutorials | 25 | 1 | |
Type: Autonomous | |||
Students' work | 62 | 2.48 |
CONTINOUS ASSESSMENT
The evaluation of the Science Education course consists of 3 evaluative activities:
1. Individual exam (50% of the final grade): final evaluation test where to develop different issues related to both conceptual and pedagogical aspects worked throughout the course. Not recoverable.
2. Individual activities of scientific competence (25% of the final grade):
Individual activity that must be delivered through the virtual campus one week after the end of each block of content. In these activities, we will ask you to answer questions related to the scientific contents of each block, in order to be able to evaluate how you have understood the different blocks and what doubts you have.
Individual activity of scientific description related to Transnatura. It must be delivered one week after departure.
3. Didactic reflection group activities (25% of the final grade). Group activity where you will put into practice what you learned both conceptually and didactically.
4. Finally, throughout the course, some activities that are compulsory will be requested, despite not having a specific associated grade.
All the individual activities of scientific competence and the didactic reflection group activities are recoverable. During the course, the teaching staff will inform about the recovery tasks and the deadlines.
As a guideline, and according to the number of credits of the course, you should invest 68h of personal work in the course, according to the following proposal:
Final exam |
10h |
|
Scientific competence activities* |
Geology block |
6h |
Transnatura |
6h |
|
Chemical block |
6h |
|
Biology block |
6h |
|
Physical block |
6h |
|
Didactic reflection activities* |
Chemistry block |
14h |
Biology block |
14h |
DATES FOR EVALUATIVE ACTIVITIES
GROUPS 21 AND 41
Final exam |
|
21/12/23 |
Scientific competence activities*
|
Geology block |
04/10/23 |
Transnatura |
31/10/2023 (21) 03/11/2023 (41) |
|
Chemical block |
08/11/23
|
|
Biology block |
29/11/23
|
|
Physical block |
20/12/23 |
|
Didactic reflection activities* |
Chemistry block |
15/11/23
|
GROUPS 31 AND 71
Final exam |
|
18/12/23 |
Scientific competence activities*
|
Geology block |
15/10/23 |
Transnatura |
31/10/2023 (71) 03/11/2023 (31) |
|
Chemical block |
12/11/23 |
|
Biology block |
03/12/23 |
|
Physical block |
17/12/23 |
|
Didactic reflection activities* |
Chemistry block |
19/11/23 |
* These dates may vary if due to unplanned circumstances, the timeline must be modified.
All the assessment tasks carried out throughout the course must be submitted before the deadline established in the subject program by the professor.
SINGLE ASSESSMENT
The evaluation of the science didactics subject consists of 3 types of evaluation activities:
The three evaluation activities will take place on the same day, 21/12/23 (groups 21 and 41), 18/12/23 (groups 31 and 71).
If the exam is failed or if, despite having passed it, the average does not reach 5, a make-up exam must be taken. The make-up exam will collect the three aspects described in the previous assessment and will be done:
If the make-up exam is passed, the overall grade for the subject will be a 5.
GENERAL ASPECTS OF THE EVALUATION
The grades on each paper and the exam will be available 1 month after their submission at most.
Attendance at the outdoor visit is compulsory. there is no minimum attendance at the seminars.
In case of failing the final exam or average final grade, the final mark will be 4.5 (if the average grade is equal to or higher than this grade) or the average grade itself (if it is lower than 4.5).
To pass this subject, students must show good general communicative competence, both oral and written and should master the working languages included in the teaching guide. Therefore, in all (individual and group) tasks, linguistic accuracy, appropriate writing and presentation formal aspects will be taken into consideration.
Students should be able to express themselves fluently and accurately and show a high degree of understanding of academic texts. Any task can be handed back (without any assessment) or failed if the professor considers that it does not fulfil these requirements.
Take into consideration that, in the case of the Catalan language, in 1st and 2nd-grade students are required to have a linguistic competence equivalent to Level 1 for preschool and PrimaryEducation Teachers; and from 3rdgrade on students must have proved a linguistic competence equivalent to Level 2 for Pre-school and Primary Education Teachers (more information on these levels at
https://www.uab.cat/web/estudiar/graus/graus/competencia-linguistica-1345737529755.html
In accordance with UAB regulations, plagiarism or copying of any individual or group paper will be punished with a grade of 0 on that paper, losing any possibility of the remedial task. During the elaboration of a paper or the individual exam in class, if the professor considers that a student is trying to copy or s/he discovers any non-authorised document or device, the student will get a grade of 0, without any chance to take a make-up exam.
For further general details, the so-called General assessment criteria and guidelines of the School of Educational Sciences.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Cientific competence activities | 25% | 0 | 0 | 2, 4, 5, 6, 8, 10, 13, 14, 15 |
Didactic reflection activities | 25% | 0 | 0 | 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
Written exam about content knowledge | 50% | 0 | 0 | 1, 2, 3, 4, 5, 7, 8, 11, 13, 15 |
Relevant bibliography
*Furman, M. (2016) Educar mentes curiosas:la formación del pensamiento científico y tecnológico en la infancia. Es pot descarregar des de https://expedicionciencia.org.ar/wp-content/uploads/2016/08/Educar-Mentes-Curiosas-Melina-Furman.pdf
National Research Council (2012) A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Es pot descarregar gratuitament des de nap.edu/13165
*Skamp, K. (2014). Teaching primary science constructively. 5th Edition. Cengage Learning.
Basic Bibliography
*Arcà, M. (1990). Enseñar Ciencias. ¿Cómo empezar? Reflexiones para una educación científica de base. Barcelona:Paidós.
*Driver, R. I alt (1989) Ideas científicas de la infancia y la adolescencia. Madrid. Morata.
Giordan, A. (1988). Los origenes del saber: de las concepciones personales a los conceptos científicos.Sevilla: Díada Editores.
Giordan, A. (2001). El meu cos, la primera maravella del món. Barcelona: la Campana
*Izquierdo, M.; Aliberas, J. (2004) Pensar, actuar i parlar a la classe de ciències. Bellaterra: Servei de Publicacions UAB
*Izquierdo, M (ccord) (2011). Química a Infantil i Primària. Ed Graó*
Jorba, J.; Sanmartí, N. (1994) Enseñar, aprender y evaluar: un proceso de regulación continua. Madrid: Centro de Investigación y Documentación Educativa
*Márquez, C, Prat, A (coord.) (2010). Competencia científica i lectora a Secundària. L'ús de textos a les classes de ciències. Barcelona: Dossiers Rosa Sensant, 70
Martí, J. (2012). Aprendre ciències a l'educació primària. Barcelona: Graó
NGSS Lead States (2013).Next Generation Science Standards: For states, by states. Washingotn, DC: The National Academy Press.
*Pujol, R.M. (2001). Les ciències, més que mai, poden ser una eina per formar ciutadans i ciutadanes. Perspectiva escolar, 257, 2-8.
Ramiro, E. (2010). La Maleta de la ciència: 60 experiments d'aire i aigua i centenars de recursos per a tothom. Barcelona: Graó.
*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
*Skamp, K. (2012). Teaching primary science constructively. 4th Edition. Cengage Learning.
Oficial documents
Al web següent i trobareu el currículum vigent així com d'altes documents d'orientació curricular
https://xtec.gencat.cat/ca/curriculum/primaria/
Innovation and research journals (open acces or UAB acces)
Alambique. http://alambique.grao.com
Enseñanza de las ciencias. Revista de Investigación y Experiencias Didácticas. https://ensciencias.uab.es/ (en obert)
Ciències: Revista del Professorat de Ciències d'Infantil, Primària i Secundària. https://revistes.uab.cat/ciencies (en obert)
Aula de Innovación Educativa
Infancia y Aprendizaje
Webs of interest
CDEC (Centre de Documentació iExperimentació en Ciències) https://serveiseducatius.xtec.cat/cesire/
Projecte Primary Science (1995). Nuffield Foundation. http://www.nationalstemcentre.org.uk/elibrary/collection/448/nuffield-primary-science
Projecte Seeds of Science, Roots of Reading. University of California Berkeley http://www.scienceandliteracy.org/
Aplicatiu de Recobriment Curricular (materials didàctics del CDEC) http://apliense.xtec.cat/arc/cercador
Guies Habitat per a l'educació ambiental https://www.sostenible.cat/article/guia-habitat-activitats-per-a-leducacio-ambiental
Grup Kimeia, grupkimeia.blogspot.com.es
Other
Harlen, W. (2010). Principios y grandes ideas de la educación en Ciencias. http://www.gpdmatematica.org.ar/publicaciones/Grandes_Ideas_de_la_Ciencia_Espanol.pdf*
Mapes conceptuals de continguts en progressió d’aprenentatge (del Science Continuum P10, Victoria, Australia)
*Couso, D., Jimenez-Liso, M.R., Refojo, C. & Sacristán, J.A. (Coords) (2020) Enseñando Ciencia con Ciencia. FECYT & Fundacion Lilly. Madrid: Penguin Random House. Document en línea: https://www.fundacionlilly.com/es/actividades/citas-con-la-ciencia/inde
& Sacristán, J.A. (Coords) (2020) Enseñando Ciencia con Ciencia. FECYT & Fundacion Lilly. Madrid: Penguin Random House. Document en línea: https://www.fundacionlilly.com/es/actividades/citas-con-la-ciencia/index.aspx*
* Written by women
-