Design and Evaluation of Teaching and Learning of Sciences and Mathematics in Context
Code: 45013 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 4313815 Research in Education | OT | 0 |
Contact
- Name:
- Francisco Javier Lucas Rojas Sateler
- Email:
- franciscojavier.rojas@uab.cat
Teachers
- Neus Sanmartí Puig
- Maria del Carme Grimalt Alvaro
- Núria Planas Raig
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
None
Objectives and Contextualisation
Considering the learning of the previous modules, the study of the design of different projects and didactic proposals will be deepened to work on the contextualized integration of science and mathematics teaching. Emphasis will also be placed on how to evaluate these proposals by adopting an applied qualitative research approach.
At the end of the module, students are expected to be able to:
• Understand the role of contexts in projects and didactic proposals for the integration of science and mathematics teaching.
• Identify key elements of communication and mathematical and scientific reasoning to develop projects and solve problems in context.
• Apply evaluation criteria and processes to projects and didactic proposals to promote contextualized teaching of science and mathematics.
• Design competency-based educational proposals with a focus on the improvement of projects and didactic proposals for the contextualized teaching of science and mathematics.
Learning Outcomes
- CA64 (Competence) Study the relevant aspects of the contexts of science and mathematics education, and analyse them as research objectives in order to formulate questions and goals based on them.
- CA65 (Competence) Adopt innovative approaches to assessment in order to make proposals for improvement and innovation projects on the teaching of science and mathematics in context.
- KA63 (Knowledge) Describe the different theoretical frameworks of reference that guide research and innovation in science and mathematics education based on socially and environmentally relevant contexts.
- KA64 (Knowledge) Identify lines of research on the teaching of science and mathematics in context from the relevant professional sources.
- KA65 (Knowledge) Identify problem areas in innovation on science and mathematics education in context and assess which methodological approaches might help to resolve them.
- SA50 (Skill) Create relevant research and innovation designs in relation to science and mathematics education in context.
- SA51 (Skill) Plan research while taking into account the potential and limitations of digital tools for teaching science and mathematics in context.
- SA52 (Skill) Report the conclusions of research on innovations, the knowledge generated and the ultimate supporting reasons to specialised and non-specialised audiences in a clear and unambiguous manner.
Content
This module will address in a transversal way some of the main processes related to science and mathematics education such as practical work, school projects, technologies for learning, communication in the classroom, problem solving and assessment.
Some of the central topics will be:
• Contextualisation and interdisciplinarity in the teaching of science and mathematics.
• Scientific inquiry based on modelling in relevant contexts.
• Mathematical communication focuses on promoting mathematical reasoning around specific contents of the curriculum.
• Formative and qualifying assessment throughout the learning process of science and mathematics.
• Use of digital tools in the design of contextualized projects in science and mathematics.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Classroom practices | 18 | 0.72 | CA64, CA65, KA63, KA64, KA65, SA50, SA51, SA52 |
| Lectures | 18 | 0.72 | CA64, CA65, KA63, KA64, KA65, SA50, SA51, SA52 |
| Type: Supervised | |||
| Analysis and group discussion of papers | 16 | 0.64 | CA64, CA65, KA63, KA64, KA65, SA51 |
| Tutorials | 10 | 0.4 | CA64, CA65, KA63, KA64, KA65, SA50, SA51, SA52 |
| Type: Autonomous | |||
| Production of papers / group work | 60 | 2.4 | CA64, CA65, KA63, KA64, KA65, SA50, SA52 |
| Reading papers | 28 | 1.12 | CA64, CA65, KA63, KA64, KA65, SA52 |
The training activity will be developed based on the following dynamics:
• Lectures by the teaching staff
• Readings of articles and documentary collections
• Classroom practices: problem solving/cases/exercises
• Oral presentations
• Tutorials
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Evaluation of an interdisciplinary project | 45% | 0 | 0 | CA64, CA65, KA63, KA64, KA65, SA50, SA51, SA52 |
| Individual reflection document | 45% | 0 | 0 | CA65, KA65, SA50, SA51, SA52 |
| Participation | 10% | 0 | 0 | CA64, CA65, KA63, KA64, KA65, SA50, SA51, SA52 |
To access the assessment, it will be necessary to attend 80% of the sessions of the module. The participation and involvement of students in the proposed activities and the development of the work dynamics will be valued.
Three evaluation activities are proposed:
- Task A: Evaluation of an interdisciplinary project (including the design of a competency assessment question or activity) – Presentation of the work in groups. Delivery date: May 22, 2025
- Task B: Individual reflection document based on the proposals for improvement received from the evaluation of a project (basing some of the reflections on theoretical references analysed throughout the module). Delivery date: June 5, 2025
- Task C: Participation in the forum on the Virtual Campus (participation is expected to be continuous throughout the module). Forum closing date: June 5, 2025
Reassessment: To recover the continuous assessment activities, it will be necessary to submit a report justifying the changes incorporated into the activities based on the contributions of the teaching staff. The maximum mark that can be obtained in the recovery task is five (5.0). The deadline for submission for the Virtual Campus will be June 5, 2025.
Single assessment: A single document will be delivered with the three continuous assessment activities of the module:
- Task A: Evaluation of an interdisciplinary project (including the design of a competency assessment question or activity).
- Task B: Individual reflection document on the proposals for improvement of the evaluated project (Task A), basing some of the reflections on theoretical references analysed throughout the module).
- Task C: Participation in the forum on the Virtual Campus (a single document must be submitted that responds to all the reflections proposed in the forum).
The activities will be delivered anddefended orally on May 22, 2025, from 5:30 p.m. to 8:00 p.m. The recovery of the single assessment will consist of the delivery of a report justifying the changes incorporated into the activities based on the contributions of the teaching staff during the oral defence. The deadline for submitting the recovery will be made through the Virtual Campus and will be June 5, 2025.
Copy or plagiarism. Copying or plagiarism in any type of evaluation activity constitutes a crime and will be penalized with a 0 as a grade of the module, losing the possibility of recovering the evaluation of the activity. An activity or work will be considered "copied" when it reproduces all or a significant part of the work of another classmate. A work or activity will be considered "plagiarized" when a part of an author's text is presented as its own without citing the sources, regardless of whether the sources are on paper or in digital format.
Use of artificial intelligence. The misuse of artificial intelligence to carry out assessment activities constitutes academic fraud and will also be penalised with a 0 as a grade for the module, losing the possibility of recovering the assessment of the activity. An assessment activity will be considered to have misused artificial intelligence when a significant number of incorrect or biased statements are included, sources are not included, non-existent or incorrect work is cited, or style inconsistencies in the use of language are evidenced. In the event of suspicion of plagiarism or academic fraud, the evaluation activity is subject to an oral defence by the student.
Bibliography
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Software
No specific software is required.
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Catalan/Spanish | second semester | afternoon |