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Teaching Physics and Chemistry

Code: 44313 ECTS Credits: 15
2025/2026
Degree Type Year
Formación de Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas OP 1

Contact

Name:
Begoña Oliveras Prat
Email:
begona.oliveras@uab.cat

Teachers

Carme Grimalt Alvaro
Alba Montalban Quesada
Julio Domingo Perez Tudela
Mercedes Prieto Tapia
Digna Couso Lagaron
Anna Marba Tallada
Begoña Oliveras Prat
Victor Lopez Simo

Teaching groups languages

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


Prerequisites

No requierements


Objectives and Contextualisation

 

The aim of this course is to introduce future science teachers to the specific didactics of each discipline, while also exploring the historical development of scientific theories and how these subjects are presented within the upper-secondary (Baccalaureate) curriculum. 

 

The course is organized into four main modules: 

  • BiologyDidactics – 5 ECTS 

  • GeologyDidactics – 5 ECTS 

  • History of Biology and Geology – 2 ECTS 

  • In-depth Study of the Biology and Geology Curriculum in the Baccalaureate – 3 ECT

 


Learning Outcomes

  1. CA19 (Competence) Create exemplary learning situations that promote inclusive competency-based learning in physics and chemistry, including experimental activities, construction of explanations, field trips, socio-scientific debates and scientific reading and writing, among others.
  2. CA20 (Competence) Apply the key aspects of educational and training assessment integrated into paradigmatic examples of the assessment of learning in physics and chemistry.
  3. CA21 (Competence) Demonstrate the digital teaching competence of science teachers, including the appropriate use of simulations, real-time sensors, and remote physics and chemistry laboratories, among others.
  4. KA13 (Knowledge) Describe situations with potential for improvement in the self-observation and co-observation of situations of teaching and learning physics and chemistry, whether face-to-face or video, both in real and simulated classrooms, identifying positive and problematic key aspects from the perspective of science teaching.
  5. KA14 (Knowledge) Remember the curricular contents of physics and chemistry, as well as the body of teaching knowledge around the respective teaching and learning processes.
  6. SA19 (Skill) Base the teaching action of design, implementation and evaluation of competency-based learning activities and situations on the knowledge and strategies of science, physics and chemistry teaching.
  7. SA20 (Skill) Apply the disciplinary contents and the secondary education physics and chemistry curriculum from a literacy and educational vision for society as a whole.
  8. SA21 (Skill) Evaluate scientific and educational information from the perspective of critical thinking applied to the teaching of physics and chemistry, including the mastery and application of knowledge specific to the area of research in science teaching.

Content

 

Chemistry Teaching (5cr)  

 -Purposes of Chemistry Teaching.  

- The models (Chemical change model, kinetic-molecular model and atomic-classical model)  

- Chemistry didactics in the teaching and learning of chemical change  

- Selection and sequencing of the contents to be taught (substance (element and compound), Chemical change model (combustions, water and ions (acid-base reactions), electricity (redox reactions), Kinetic-molecular model, TP and Chemical Link  

- Learning scenarios and resources  

- Previous ideas and learning difficulties related to the big ideas and proposals to overcome them.  

 

Physics teaching (5cr)  

- The models and key concepts of school physics: what and why  

 - Ideas and ways of reasoning of students in physics  

 - Modeling, investigation and argumentation in school physics  

- Paradigmatic facts, real problems and socio-scientific controversies as relevant contexts for the teaching of Physics.  

- Experimental work and use of ICTs in physics 

 Deepening the Chemistry and Physics curriculum of the Baccalaureate (3 cr)  

Chemistry curriculum in the Baccalaureate  

Chemical bonding and structure of matter  

Chemical reactions  

 Chemical thermodynamics  

 Chemical kinetics  

Chemical equilibrium  

Redox reactions and batteries.  

 Organic chemistry  

 Physics curriculum in the Baccalaureate  

 

Introduction to physics in the Baccalaureate  

Vibrations, waves and sound  

Light and geometric optics  

Gravitational field  

Electromagnetic field <spanclass="EOP SCXW2938227 BCX0" data-ccp-props="{}"> 

Quantum and particle physics  

 

HISTORY OF SCIENCE (2 cr)  

1. What is science? Where is history?  

2. Gravity: from physis to relativity  

3. The evolution of life and the Earth  

4. Radioactivity and transmutation of matter   

5. Workshop: Chaos, order and dinosaurs  

6. Workshop: Meitnerheimer 

11. Workshop: Individual, information and society  

12. Workshop: Chaos, order and dinosaurs 

 


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Assistència i participació a classes magistral, pràctiques de laboartori, sortides, etc. i al realització i avaluació de les activitats proposades 97.5 3.9 CA19, CA20, CA21, KA13, KA14, SA19, SA20, SA21, CA19
Type: Supervised      
Realització, revisió i avaluació dels treballs proposats (informes, estudis de cas, resolució de problemes, exposicions, pràctiques de laboratori, treballs de camp... 75 3 CA19, CA20, CA21, KA13, KA14, SA19, SA20, SA21, CA19
Type: Autonomous      
Anàlisi de lectures i propostes d'innovació didàctica, realització d'informes, disseny d'activitats, anàlisi i resolució de casos 202.5 8.1 CA19, CA20, CA21, KA13, KA14, SA19, SA20, SA21, CA19

 

The hours indicated for each of the training activities are indicative and may be slightly modified depending on the calendar or the needs of the teachers.   

In the classroom activities, it will be proposed to work in small groups in order 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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Deepening the Chemistry and Physics curriculum of the Baccalaureate 25% 0 0 KA14
Evaluation of Chemistry Education 30% 0 0 CA19, CA20, CA21, KA13, KA14, SA19, SA20, SA21
Evaluation of Physics Education 30% 0 0 CA19, CA20, CA21, KA13, KA14, SA19, SA20, SA21
History of Sciences 15% 0 0 SA19, SA21

Continuous Assessment 
The Master’s in Secondary Education at UAB is delivered in face-to-face format, as classroom activities—together with attentive listening and active participation—are considered essential for learning. 

To obtain a final average grade, students must achieve at least a mark of 4 in each of the assessed activities. Work not submitted by the established deadline and in the required format will receive a grade of 0. 

Throughout each professor’s part of the module, additional tasks may be required. These are compulsory but will not necessarily be graded. 

All assignments must be submitted via the virtual campus. Submissions sent through non-agreed channels, in incorrect formats, without the authors’ names, without reference to the topic, or submitted after the deadline will not be accepted. 

Biology Didactics (30% of the module grade) 

  • Individual task: During the course, all students will carry out a microteaching, i.e., a short classroom intervention where they act as teachers for the rest of the group and implement a didactic activity designed for the occasion. The microteaching itself is not graded, butcompleting it is a prerequisite for writing the subsequent reflection paper, which forms the basis of the individual assessment. 

  • Submission: 15 days after the end of the module 

  • Non-recoverable 

  • Weight: 15% 

  • Design of a classroom activity focused on teaching a specific key concept. This activity must differ from the one used in the microteaching and from the unit taught during the practicum. <spanclass="NormalTextRun SCXW226912988 BCX0">Individual task. 

  • Submission: 15 days after the end of the module 

  • Recoverable 

  • Weight: 15% 

Geology Didactics (30% of the module grade) 

  • Individual task: Students will also complete a microteaching session, under the same conditions as in Biology Didactics (non-graded implementation, butrequired for the reflective paper). 

  • Submission: 15 days after the end of the module 

  • Non-recoverable 

  • Weight: 15% 

  • Design of a classroom activity for teaching a specific key concept, different from the microteaching and the practicum unit. 

  • Submission: 15 days after the end of the module 

  • Recoverable 

  • Weight: 15% 

History of Science (15% of the module grade) 

  • Submission of a short essay (600 words) on one of the sessions. Individual task. 

  • Deadline: 28/11/2025 

  • Recovery: students may submit a new 600-word essay on another session. To be eligible, the first essay must have been submitted. Maximumweightforrecovery: 80%. 

In-depth Study of the Biology and Geology Curriculum in the Baccalaureate (25% of the module grade) 

  • Completion of one exam-style activity (PAU format) for each discipline. The final grade will be the weighted average of the two tasks. Individual task. 

  • Deadline: last day of class for each discipline 

  • Recoverable in personon 28/05/2026 

Single Assessment 
Students who opt for single assessment must submit all the above tasks by 14/05/2026. On this date, they will also be required to complete the microteaching and the assessment activities related to the in-depth study of the Baccalaureate curriculum. 

The single assessment covers the same aspects as continuous assessment. 

Resits 
Whether students follow continuous or single assessment, recoverable activities must be resubmitted within 15 days of receiving feedback, together with a document justifying the changes made. The maximum grade for resubmitted activities is 5/10. 

Students who have submitted at least two-thirds of the tasks with a minimum average grade of 3.5 may resubmit failed tasks on 28/05/2026. On this date, they must also complete in-person resits of the microteaching and the Baccalaureate curriculum assessment. 

The maximum grade for resit activities is 5/10. 

Other Important Aspects Language Accuracy

El paso de este curso, los estudiantes pueden demostrar buenos conocimientos de communicative competence, both oral y escritos, y el único comando de la lengua catalana.
En todas las actividades (individual and group), language accuracy, la calificación de la calidad, y la formal presentación que se considera. Studentes pueden be able a expresar las mismas fluyentemente y correctamente y demonstrar a los niveles de understanding de académicos textos. En activity se returned (no graded) or failedif the instructor considera it does not meet these requirements.

Note Asesable
En la actividad se considera que no es asesable y 2/3 de las actividades activas no son submitted (proportional a lo largo de la actividad en la final grade).

Plagiarism
Conforme a las regulaciones UAB, plagiarismo o copiar el año asignación, o usar AI sin acknowledgment, puede penalizarse s grade of 0, sin posibilidad de resumisión. Esta aplicación se utiliza para un both individual y un grupo de trabajo (en el caso de la lista, todos los miembros de la agrupación han recibido a 0).

Use of Artificial Intelligence (AI) Technologies
Para este programa, el uso de las AI tecnologías se permite sólo para tareas explícitamente autorizado por el instructor. Studentes pueden clearly identify que partes habían generado con AI, específicas de las herramientas utilizadas, y incluyendo critical reflection en la que las influencias de la procesión y la final outcome. Lacción de transparencia regarding AI se utiliza en asesable activity puede considerarse académica dishonesty y resulta en la total penalti (cero) para la activity.

Synthesis Exam

 Este curso no se permite en synthesis exam en el caso de second enrollment.

 


Bibliography

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.

DOMÈNECH, Jordi (2022) Mueve la lengua, que el cerebro te seguirá. 75 acciones lingüísticas para ensñar a pensar Ciencias. Graó: Barcelona 

DOMÈNECH, Jordi (2023) Aprenentatge Basat en Projectes per a STEM. Breu manual pràctic. Rosa Sensat: Barcelona.

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.

LÓPEZ-SIMÓ, V., COUSO., D. (2023). Didàctica de la Física a l'Educació Secundària. Servei de Publicacions UAB. 

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 

Informe PISA http://www.gencat.net/educacio/csda/publis/quaderns.htm 

Revistas de Enseñanza de las Ciencias 

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 

Eureka: http://revistas.uca.es/index.php/eureka 

Curriculum 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/ 

BIBLIOGRAPHY Physics Education 

McDERMOTT, Lillian , SHAFFER, P.eter and the Physics Education Group at the University of Washington (2002). Tutorials in Introductory Physics, First edition. Upper Saddle River, NJ: Prentice Hall.  

ROGERS, Ben (2018).  The Big Ideas in Physics and How to Teach Them. A David Fulton Book. 

VIENNOT, Laurence. (2001) Reasoning in Physics. The part of common sense. Dordrect: Kluwer Academic Publishers. 

VIENNOT, Laurance. (2003) Teaching in Physics. Dordrect: Kluwer Academic Publishers. 

BIBLIOGRAPHY Chemistry education 

CAAMAÑO, Aureli, (2002). La enseñanza de la Química. A : Jiménez, M.P. ed. Enseñar ciencias. Barcelona : Ed. Graó 

IZQUIERDO, Mercè., (2006). La enseñanza de la química frente a los retos del tercer milenio. Educación Química,17 (X), 286-299 

MARTÍN, Maria Jesús., GÓMEZ, Miguel Angel., GUTIÉRREZ,Maria Sagrario., (2000). La Física y la Química en secundaria. Madrid: Narcea


Software

No specific programms needed


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
(TEmRD) Teoria (màster RD) 1 Catalan annual morning-mixed