This version of the course guide is provisional until the period for editing the new course guides ends.

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Educational Values of Science Inside and Outside the Classroom

Code: 102086 ECTS Credits: 6
2025/2026
Degree Type Year
Primary Education OT 4

Contact

Name:
Marta Fonolleda Riberaygua
Email:
marta.fonolleda@uab.cat

Teachers

Marta Fonolleda Riberaygua

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

It is recomended to have passed the compulsory subjects about science education before doing this subject.


Objectives and Contextualisation

  1. To identify scientific activity as a significant part of contemporary culture.
  2. To understand values and ideas of the scientific activity in contemporary context.
  3. To plan and design quality school outlets in institutions which can support schools for science education
  4. To analyse the presence of scientific activity in the media
  5. To establish connections between the primary education curriculum and the science education activities we can find in our social context.

Competences

  • Design and regulate learning spaces in contexts of diversity that take into account gender equality, equity and respect for human rights and observe the values of public education.
  • Design, plan and evaluate education and learning processes, both individually and in collaboration with other teachers and professionals at the centre.
  • Develop the functions of tutoring and guidance of pupils and their families, attending to the pupils' own needs. Understand that a teacher's functions must be perfected and adapted in a lifelong manner to scientific, pedagogical and social changes.
  • Foster reading and critical analysis of the texts in different scientific fields and cultural contents in the school curriculum.
  • Know and apply information and communication technologies to classrooms.
  • 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.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Reflect on classroom experiences in order to innovate and improve teaching work. Acquire skills and habits for autonomous and cooperative learning and promote it among pupils.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Analyse a situation and identify its points for improvement.
  2. Identify situations in which a change or improvement is needed.
  3. Identifying aspects common to all the experimental sciences and examining them in depth.
  4. Knowing how to communicate and present an argument in science lessons.
  5. Planning for scientific learning situations in contexts outside of the school.
  6. Promoting the use of explanatory models.
  7. Propose new methods or well-founded alternative solutions.
  8. Propose new ways for measuring success or failure on implementing innovative proposals or ideas.
  9. Relating science with its technological applications, with its social impact on the didactic situations pertaining to the school.
  10. Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.

Content

The contents of the course are:

  • scientific education to train citizens in contemporary society: how we approach at our social context? Which are the values of science in the present context? Anyone can do scientific activities? Where is science in my life?
  • science in and out the classroom: shall we go out of school? How to establish links between the curriculum and museums activities? How can we program it?
  • museums and science centers as learning spaces: Which are the characteristics of museums and science centers? Do they work with the same didactical models that we work in the school? do we know how to evaluate the quality of their activities?
  • professionals of Science Centers: Which professional competences we need to work in Science Centers? What we can establish connections between science centers and school?

 

 


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Lectures 12 0.48 3, 9
Reading forums 15 0.6 5
Sharing and discussion 8 0.32 5
Visits to institucions that offer scientific education activities 10 0.4 5, 6, 9, 4
Type: Supervised      
Tutoring 28 1.12 3, 5, 6, 9, 4
Type: Autonomous      
Independent learning 75 3 3, 9

The methodology of the course combines oral presentations and reflections using written and audiovisual documentation. Visits to museums and Science Centers are included.

 

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
Group Activity 40 0 0 1, 3, 2, 5, 10, 6, 7, 8, 9
Individual reflection work 30 0 0 3, 5, 6, 9, 4
Written exam 30 2 0.08 3, 5, 6, 9, 4

The evaluation consists of:

  • Individual exam. 30%. Delivery date: 17/06/2026. Recovery date: 01/07/2026.
  • Individual activity. 30%. Must be submitted at the end of theoretical lessons. Recovery date: 01/07/2026.
  • Group activity. 40%.Delivery date: 17/06/2026. Recovery date: 01/07/2026.

The three activities must be approved with a minimum of 5 (five). To qualify for recovery, you must have at least 3,5 and over 5.

Final grades will be notified via virtual campus, 20 days after. Then, a review will be considered.

Attendance is compulsory. Students must attend more than 80% of the lessons to be evaluated. 

Total or partial copy of the examen or other activities will be a reason to fail the course.

To pass this subject, good communication skill is needed. In all activities, linguistic correction and formal aspects of presentation will therefore be considered. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity can be not evaluated or failed if the teacher considers that it does not meet these requirements.

For this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks, such as bibliographic or information searches, text proofreading, or translations. Students must clearly identify which parts have been generated using these technologies, specify the tools used, and include a critical reflection on how these tools have influenced the process and the final outcome of the activity. Lack of transparency in the use of AI in this graded activity will be considered academic dishonesty and will require the student to repeat the assessment activity.

  • Individual exam. 40%.
  • 2 Individual activities. 30%+30%.

Delivery date: 17/06/2026. Recovery date: 01/07/2026.

The recovery and the review of the final grade follow the same procedure as for the continuous assessment.

 

No synthesis exam is provided for students enrolling for the second time.


Bibliography

Abellan, N., Carbonell, A., Viladot, P. (2015). Pelé, els cromos i les ciènciesnaturals: el paperdelsrelats en les activitats del Museu de CiènciesNaturals de Barcelona. Perspectiva escolar, 382, 54-60. Recuperat a: https://edunat.museuciencies.cat/raco-del-docent/llibres-i-articles-especialitzats/2015_perspectiva_el_relat/ 

BAUMAN, Z. (2006). Els reptes de l'educació en la modernitat líquida. Arcadia.

BENEJAM, P. (2003). Los objetivos de las salidas. Revista Íber,(36), 1-4.

BONIL, J. (2010). Educació científica en temps de crisi. Guix,(369), 15-20

BONIL, J. i SOLER, M. (2012). Educar als museus i centres de ciència. Dins J.Bonil (coord.). Som educació. Ensenyar i aprendre als museus i centres de ciència: una proposta de model didàctic. (p. 15-36). Manuals del Museu. https://edunat.museuciencies.cat .

CALAFELL, G.; JUNYENT, M.; BONIL, J. (2015). Una propuesta para ambientalitzar el currículum. Cuadernos de Pedagogía, (460), 56-60.

DEL CARMEN, L. (2010). Salir para conocer, salir para participar. Guix, (66), 56-59.

DOBON, J.; FONOLLEDA, M. (2021). Diseño de salidas escolares de calidad. Cuadernos de Pedagogía, (521), 48-56.

EKELAND, I. (1996). La imposible certidumbre. El correo de la UNESCO, Feb 1996, 20-22. 

FONOLLEDA, M. (2023). Les sortides escolars com una oportunitat per aprendre ciències. Un cas concret en la formació inicial dels mestres. Dins 15ns Debats de Recerca: la investigació en l'àmbit educatiu. Societat Andorrana de Ciències. 127-142. https://publicacions.iec.cat/PopulaFitxa.do?moduleName=null&subModuleName=&idCatalogacio=41508

GARCÉS, M. (2022). "Un món comú. Deu anys després". "Un mundo común. Diez años después". Pròleg de la reedició del llibre Un mundo común (el tigre de paper / Bellaterra edicions).

HERRERO, Y. (2014). Producir y trabajar para mantener la vida humana. Viento Sur, (134), 54-61.

HERRERO, Y. (2023). La vida humana en un mundo justo y sostenible. Dosieres Economistas sin Fronteras, (50), 81-85.

INNERARITY,D. (2014). Un mundo sin alrededores. Revista CIDOB d'Afers Internacionals, (82-83), 51-55

INNERARITY, D. (2010). Incertesa i creativitat. Educar per a la societat del coneixement. Debats d’educació, 18.

MAYER, M. (2002). Ciudadanos del barrio y del planeta. Dins F. Imbernon (Coord.), Cinco ciudadanías para una nueva educación (p.83-104).Graó.

MARUYAMA, M. (1996). Dime cómopiensas... El correo de la UNESCO, Feb1996, 31-35.

MEDIR, RM. (2002). Sortir de l’escola, tradició o modernitat?. Guix, (290), 52-58.

MORÍN, E. (2000).  Els set coneixements necessaris per a l’educació del futur. UNESCO.

MORÍN, E. (1996). Por una reforma del pensamiento. El correo de la UNESCO, Feb 1996, 10-14.

ROIG, D.; FONOLLEDA, M.; LÓPEZ, T.; BOIX, G. (2015). ¿Por dónde empiezo?. Cuadernos de Pedagogía, (460), 70-74.

SAUVÉ, L. (2006), La educación ambiental y la globalización: Desafíos curriculares y pedagógicos. Revista Iberoamericana de Educación, (41), 83-101.

VILADOT, P. (2023). La educación en el museo de ciencias transformador. De la institución a la profesionalidad. Ediciones Trea, SL

Abellan, N., Carbonell, A., Viladot, P. (2015). Pelé, els cromos i les ciènciesnaturals: el paperdelsrelats en les activitats del Museu de CiènciesNaturals de Barcelona. Perspectiva escolar, 382, 54-60. Recuperat a: https://edunat.museuciencies.cat/raco-del-docent/llibres-i-articles-especialitzats/2015_perspectiva_el_relat/ 

Vilarrassa, A. (2001). Las salidas escolares. Una estrategia para la integración curricular del estudio del medio local. Dins de: Educació Primària Orientaciones y Recursos. Barcelona: Praxis. 

WEBER, A. (2022). Vivificar: una poética para el antropoceno. Editorial Kairós


Software

Not required


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(TE) Theory 20 Catalan second semester morning-mixed