teaching guide for the field
TRANSCRIPT
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Universidad Católica de Valencia “San Vicente Mártir”
TEACHING GUIDE FOR THE FIELD
FUNDAMENTALS OF SCIENCES OF THE NATURE
Bachelor of Arts in Primary Education
Faculty of Teacher Training and Education Sciences
Universidad Católica de Valencia San Vicente Mártir
Year 2021/22
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Universidad Católica de Valencia “San Vicente Mártir”
TEACHING GUIDE FOR FUNDAMENTALS OF SCIENCES OF THE NATURE
ECTS
FIELD: Fundamentals of sciences of the nature 6
SUBJECT: Experimental sciences and its didactic 12
MODULE: Teaching and learning of experimental sciences 12
EDUCATIONAL MODEL: Basic and compulsory education
YEAR: 2º Semester: 2º
Academic Staff: Dra. Dña. María Catret
Dra. Dña. Inmaculada Hernando
Dr. D. Eugeni Ivorra
D. José Martínez
Dra. Dña. Esther Moreno
Dra. Dña. Laura Padilla
Department: Mathematics, Natural Sciences, & Social Sciences Applied to Education
E-mail: [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]
MODULE ORGANIZATION
TEACHING AND LEARNING OF EXPERIMENTAL SCIENCES Nº ECTS
12
Subjects and Courses
Subject
ECTS
Courses
ECTS Course/
semester
EXPERIMENTAL 12
Fundamentals of sciences of the nature 6 2/2
SCIENCES AND ITS DIDACTIC
Sciences of the Nature Didactics
6
3/1
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TEACHING GUIDE FOR FUNDAMENTALS OF NATURAL SCIENCES
Prerequisites: None have been established
GENERAL GOALS
a. To obtain basic knowledge of Sciences of the Nature.
b. To apply the procedures by means of which the scientific knowledge is constructed.
c. To recognize t h e importance of the relationship among science, technology, society and environment in the scientific formation of the pupils.
d. To develop critical spirit and attitudes of respect, valuation and commitment towards the life and the environment as well as the desire to it transmit to the pupils of Primary Education
e. To express oneself correctly, oral and/or written, scientific ideas in a structured way and using a suitable specific vocabulary
GENERAL COMPETENCES Competence
measuring scale
1 2 3 4
G2. To encourage reading and critical commentary of texts of the different scientific and cultural domains contained in the school curriculum
X
G3. To express oneself correctly, oral and written, in the official languages of the Autonomous Community and a command of the use of different techniques of expression.
X
G10. To value the individual and collective responsibility for the attainment of a sustainable future and to project his sensibility towards the environment.
X
G12. To know and to apply in the classrooms the Information and communications technology (ICT). To discern selectively the audio-visual information that it contributes to the learnings, to the civic formation and to the cultural richness.
X
G14. To stimulate and value the personal effort, constancy and discipline among the students.
X
G20. To assume that the practice of the educational function must go being perfect and adapting to the scientific, pedagogic and social changes along the life.
X
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G22. To acquire habits and skills for independent and cooperative learning and encourage it among students.
X
G23. To support a critical and autonomous relation in respect for the knowledges, the values and the social public and private institutions.
X
SPECIFIC COMPETENCES
1 2 3 4
E1. To understand the basic principles and the fundamental laws of the experimental sciences (Physics, Chemistry, Biology and Geology).
X
E3. To identify and solve problems of the daily life related to the sciences
X
E4. To value the sciences as a cultural fact X
E5. To recognize the mutual influence between science, society and technological development, as well as the civil pertinent conducts, to try a sustainable future.
X
LEARNING OUTCOMES COMPETENCES
LO1. The student recognizes the different aspects that characterize the interdisciplinary content of this field.
G4, G10, G12, G17, G18
E4, E5
LO2. The student explains the basic principles and fundamental laws of experimental sciences necessary for the exercise of an elementary teacher in Physics, Chemistry, Biology and Geology.
G2, G10, G12, G17,G20
E1, E4, E5
LO3. The student interprets the processes by which scientific knowledge is constructed.
G2, G3, G6, G10, G12, G14, G20, G22
E1, E3, E5
LO4. The student explains everyday life situations using basic principles and fundamental laws of experimental science.
G2, G10, G12, G17, G20
E1, E3, E4, E5
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ON-CAMPUS EDUCATIONAL ACTIVIES
ACTIVITY Teaching-Learning Methodology Relationship with Learning Outcomes for the subject
ECTS
ON-CAMPUS CLASS
Teacher presentation of contents, analysis of competences, explanation and in-class display of skills, abilities and knowledge
LO1, LO2, LO3, LO4 1,1
PRACTRICAL CLASSES
Group work sessions supervised by the professor. Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries on-line, internet, etc.
Activities in areas with specialized equipment.
LO1, LO2, LO3, LO4 0,6
GROUP PRESENTATION OF PAPERS
Sharing of knowledge. Feedback between teacher and students and among students.
LO4 0,36
OFFICE ASISTANCE
Personalized and small group attention. Period or instruction and/or orientation carried out by a tutor to review and discuss materials and topics presented in classes, seminars, readings, papers, etc.
LO1, LO2, LO3, LO4 0,24
ASSESSMENT Set of oral and/or written tests used in initial, formative or additive assessment of the students.
LO1, LO2, LO3, LO4 0,12
TOTAL 2,4
INDEPENDENT WORK ACTIVITIES
ACTIVITY Teaching-Learning Methodology
Relationship With
Learning Outcomes for
the subject
ECTS
GROUP WORK
Readings, test development, jobs, case
studies, reports, preparation of seminars to
display or delivery in theoretical classes,
practical classes and /or small group
tutoring.
Work done on the platform of the university or other virtual spaces. Autonomous work of data search in libraries, Internet, etc.
LO1, LO2, LO3, LO4 1,1
SELF STUDY
Student's study of the proposed
bibliography. Development of tasks
required: readings, text analysis, case
studies, test development, drafting of work
memories, etc.
Work done on the platform of the university or other virtual spaces.
LO1, LO2, LO3, LO4
2,5
TOTAL
3,6
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SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT
SYSTEM
Assessment Tool
LEARNING OUTCOMES ASSESSED Allocated
Percentage
Written examination
LO1, LO2, LO3, LO4
40%
Solution of practical cases LO1, LO2, LO3, LO4 10%
Oral presentations
LO1, LO2, LO3, LO4 20%
Individual follow-up on class
LO1, LO2, LO3, LO4 10%
Active participation in theoretical-practical classes, seminars and tutorials
LO1, LO2, LO3, LO4
20%
In order to pass the subject the student must pass both the theoretical and the practical content separately. All the works will have a concrete date of execution and delivery.
Criteria for granting a grade of A with honors: The grade can be granted to those students who have attained a grade of 9 in every assessment Tool class including attendance and active participation in theoretical-practical classes, seminars and tutorials
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DESCRIPTION OF CONTENTS
COMPETENCES
Concept of Science. Interaction science, technology, society and environment. Research and scientific methodology
G1, G9, G8 E23, E24, E25, E26, E27
Matter and Energy G1, G9, G8 E23, E24, E25, E26, E27
Structure of the planet Earth
G1, G9, G8 E23, E24, E25, E26, E27
Living being. Basic features
G1, G9, G8 E23, E24, E25, E26, E27
TEMPORAL ORGANIZATION OF LEARNING:
BLOCK CONTENT / TEACHING UNIT SESSIONS
1
Concept of Science. Interaction science, technology, society and environment. Research and scientific methodology
12
2
Matter and Energy 9
3
Structure of the planet Earth 4
4
Living being. Basic features 5
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REFERENCES
Basic references Aramburu, F. (2000). Medio Ambiente y Educación. Síntesis. Arenal, F., García-Villaraco, A., Lucas, J.A. y Probanza, A. (2007). Biología al alcance de todos. Pearson Arnau, A., (2000). El medio ambiente. Problemas y soluciones. Miraguano. Asensio, F. (Editor) (2000). El cuerpo humano. Könemann Burbano, S., Burbano, E. y Gracia, C. (2003). Física general (32ª Ed.). Tebar. Cañal, P. (2005). La nutrición de las plantas: enseñanza y aprendizaje. Síntesis. Cañas, A., Martín-Díaz, M.J. y Nieda, J. (2007). Competencia en el conocimiento y la interacción con el medio físico. Alianza Editorial. Chang, R. (2010). Química (10ª ed.). Mc Graw-Hill. Curtis, H., Barnes, N.S., Schnek, A. y Flores, G. (2006). Invitación a la Biología. Panamericana. De Pro, A. (Dir.) (2010). Competencia en el conocimiento e interacción con el mundo físico: la comprensión del entorno próximo. Ministerio de Educación. Gabito, M.J. (2008). Biología fácil para la E.S.O. Espasa. García, J. y Nando, J. (2000). Estrategias didácticas en Educación Ambiental. Aljibe. Garrido, J.M., Perales, F.J. y Galdón, M. (2009). Ciencia para educadores. Pearson. Gil, D., Macedo, B., Martínez-Torregrosa, J., Sifredo, C., Valdés, P. y Vilches, A. (2005). ¿Cómo promover el interés por la cultura científica? Una propuesta didáctica fundamentada para la educación científica de jóvenes de 15 a 18 años. OREALC-UNESCO. González, D., Cuetos, M.J. y Serna, A.I. (2015). Didáctica de las Ciencias Naturales en Educación Primaria. Unir. González, F. (Coord.) (2015). Didáctica de las Ciencias para Educación Primaria. II. Ciencias de la vida. Pirámide. Izquierdo, M. (Coord.) (2012). Química en Infantil y Primaria. Una nueva mirada. Graó. Jiménez, M.P. (2007). Enseñar ciencias. Graó. Lozano, O.R. y Solbes, J. (2014). 85 experimentos de Física cotidiana. Graó.
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Mengual, J. I. (2006). Física al alcance de todos. Pearson. Monroe, J. S., Wicander, R. y Pozo, M. (2008). Geología. Dinámica y evolución de la Tierra. Paraninfo. Novo, M. (2003). La educación ambiental. Bases éticas, conceptuales y metodológicas. Universitas. Perales, F.J. (Coord.) (2000). Resolución de problemas. Síntesis. Piédrola, G. (Coord.) (2000). Medicina preventiva y salud pública. Masson. Pinto, G. (2006). Química al alcance de todos. Pearson. Prieto, T., Blanco, A. y González, F. (2000). La materia y los materiales. Síntesis. Pozo, J.I. y Flores, F. (2007). Cambio conceptual y representacional en el aprendizaje y la enseñanza de la ciencia. Antonio Machado Libros. Pujol, R. M. (2007). Didáctica de las ciencias en la educación primaria. Síntesis. Raga, F. (1999). Matraz. El trabajo en el laboratorio. Tándem. Ramiro, E. (2010). La maleta de la ciencia: 60 experimentos de aire y agua y centenares de recursos para todos. Graó. Sanmartí, N. (2002). Didáctica de las ciencias en la educación secundaria. Síntesis. Tarbuck, E. J. y Lutgens, F. K. (2000). Ciencias de la Tierra. Una introducción a la Geología Física. Prentice Hall. Vílchez, J.M. (Coord.) (2015). Didáctica de las Ciencias para Educación Primaria. I. Ciencias del espacio y de la Tierra. Pirámide. VV.AA. (2008). Física fácil para la E.S.O. Espasa-Calpe. VV.AA. (2008). Química fácil para la E.S.O. Espasa-Calpe. Additional references Fidalgo, C., Hungría, P. y Sancho, I. (2004). Guía para una fácil identificación de especies arbóreas y arborescentes. Blume. González, M.P. (Coord.) (2003). Prácticas de laboratorio y de aula. Biología, Ecología, Genética y Geología. Narcea-MEC. Rojo, A. (2010). La física en la vida cotidiana. RBA. Tomás, A. (Coord.) (2008). Física y Química enlatadas. Aguaclara.
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VV.AA. (2000). El gran libro de los experimentos. San Pablo. Websites http://www.ite.educacion.es/es/recursos Recursos educativos. Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, Ministerio de Educación. http://ntic.educacion.es/v5/web/profesores/asignaturas/ Instituto de Tecnologías Educativas. Ministerio de Educación. Recursos educativos clasificados. http://recursostic.educacion.es/primaria/alquimia/web/ Proyecto Alquimia. Página elaborada por el Ministerio de Educación para las áreas de Ciencias de la Naturaleza y de Ciencias Sociales. http://recursostic.educacion.es/ciencias/biosfera/web/ Proyecto Biosfera. Página elaborada por el Ministerio de Educación sobre el área de Ciencias de la Naturaleza (Biología y Geología). http://newton.cnice.mec.es/materiales_didacticos.html Proyecto Newton. Página elaborada por el Ministerio de Educación sobre el área de Ciencias de la Naturaleza (Física y Química). http://www.csicenlaescuela.csic.es/ CSIC en la escuela. Recursos y experiencias de ciencias en Infantil, Primaria y Secundaria (Consejo Superior de Investigaciones Científicas - Ministerio de Economía y Competitividad). http://www.ciudadciencia.es/ Ciudad Ciencia, un lugar de encuentro entre ciencia y sociedad, CSIC (Consejo Superior de Investigaciones Científicas - Ministerio de Economía y Competitividad). http://www.marm.es/ Página oficial del Ministerio de Medio Ambiente y Medio Rural y Marino. http://www.agroambient.gva.es/ Página oficial de la Conselleria de Agricultura, Medio Ambiente, Cambio Climático y Desarrollo Rural. Información sobre medio natural, espacios protegidos, calidad ambiental y educación ambiental. http://www.iesaguilarycano.com/dpto/fyq/mat/mat1.htm Laboratorio virtual “La Materia”. Junta de Andalucía http://www.juntadeandalucia.es/averroes/ies_sierra_magina/d_fyq/laboratorio%20virtual.htm Laboratorio virtual de Física y Química. Junta de Andalucía http://www.ibercajalav.net/ Laboratorio virtual Ibercaja. http://www.igme.es/museo/ini_museo.htm
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Museo Geominero, Instituto Geológico y Minero de España. http://www.geovirtual2.cl/geologiageneral/geogenap.html Apuntes de Geología General. http://www.sc.ehu.es/sbweb/fisica/default.htm Física con ordenador. http://www2.uah.es/edejesus/resumenes/QG.htm Resúmenes de Química General. http://www.biologiaenred.com/ Biología en red. http://www.biologia.edu.ar/ Hipertextos del área de la Biología. http://www.plantasyhongos.es/ Plantas y hongos, lecciones de Botánica.
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Addendum to the Course Guide “Fundamentals of Sciences of the Nature”
Bachelor of Arts in Primary Education
Due to the exceptional situation caused by the health crisis of the COVID-19 and taking
into account the security measures related to the development of the educational activity
in the Higher Education Institution teaching area, the following changes have been made
in the guide of the subject to ensure that Students achieve their learning outcomes of the
Subject:
Situation 1: Teaching without limited capacity (when the number of enrolled
students is lower than the allowed capacity in classroom, according to the security
measures taken).
In this case, no changes are made in the guide of the subject.
Situation 2: Teaching with limited capacity (when the number of enrolled
students is higher than the allowed capacity in classroom, according to the security
measures taken).
In this case, the following changes are made:
1. Educational Activities of Onsite Work:
All the foreseen activities to be developed in the classroom as indicated in this field of
the guide of the subject will be made through a simultaneous teaching method
combining onsite teaching in the classroom and synchronous online teaching.
Students will be able to attend classes onsite or to attend them online through the
telematic tools provided by the university (videoconferences). In any case, students who
attend classes onsite and who attend them by videoconference will rotate periodically.
In the particular case of this subject, these videoconferences will be made through:
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X Microsoft Teams Blackboard Collaborate Ultra
X Kaltura X UCVnet
Situation 3: Confinement due to a new State of Alarm.
In this case, the following changes are made:
1. Educational Activities of Onsite Work:
All the foreseen onsite activities described in this section of the Course Guide, as well as
the group and personalized tutoring, will be done with the telematic tools provided by the
University, through:
X Microsoft Teams Blackboard Collaborate Ultra
X Kaltura X UCVnet
Explanation about the practical sessions: The practical activities will be carried out using
an adapted and guided practice booklet with tutorials.
2. System for Assessing the Acquisition of the competences and
Assessment System
ONSITE WORK
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Regarding the Assessment Tools:
The Assessment Tools will not be modified. If onsite assessment is not possible, it
will be done online through the UCVnet Campus.
X The following changes will be made to adapt the subject’s assessment to the online
teaching.
Course guide Adaptation
Assessment tool Allocated
Percentage
Description of the suggested
changes Platform to be used
Written examination
40% 50% UCVnet
Solution of practical cases
10% 35%
UCVnet /
Teams Oral presentations 20%
Individual follow-up on class
10%
15% UCVnet /
Teams Active participation
in theoretical-practical
classes
20%
The other Assessment Tools will not be modified with regards to what is indicated in the
Course Guide.
Comments to the Assessment System: Some of the assessment instruments and their %
are reformulated, as an adaptation to the change from a face-to-face format to an online
format, according to the specifications given by the Faculty and the University, without
affecting the evaluation of the Learning Outcomes of the subject. In no case do they
represent an increase in the student's work demands. The students will be informed of
the specific actions.
ONLINE WORK
Regarding the Assessment Tools:
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X The Assessment Tools will not be modified. If onsite assessment is not possible, it will
be done online through the UCVnet Campus.
The following changes will be made to adapt the subject’s assessment to the online
teaching.
Course guide Adaptation
Assessment tool Allocated
Percentage
Description of the suggested
changes Platform to be used
The other Assessment Tools will not be modified with regards to what is indicated in the
Course Guide.