teaching guide for the field

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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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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

mailto:[email protected]






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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.

http://www.casadellibro.com/libros/mengual-juan-i/mengual32juan2i1


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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

http://www.ite.educacion.es/es/recursos

http://ntic.educacion.es/v5/web/profesores/asignaturas/

http://recursostic.educacion.es/primaria/alquimia/web/

http://recursostic.educacion.es/ciencias/biosfera/web/

http://newton.cnice.mec.es/materiales_didacticos.html

http://www.csicenlaescuela.csic.es/

http://www.ciudadciencia.es/

http://www.marm.es/

http://www.agroambient.gva.es/

http://www.iesaguilarycano.com/dpto/fyq/mat/mat1.htm

http://www.juntadeandalucia.es/averroes/ies_sierra_magina/d_fyq/laboratorio%20virtual.htm

http://www.juntadeandalucia.es/averroes/ies_sierra_magina/d_fyq/laboratorio%20virtual.htm

http://www.ibercajalav.net/

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.

http://www.geovirtual2.cl/geologiageneral/geogenap.html

http://www.sc.ehu.es/sbweb/fisica/default.htm

http://www2.uah.es/edejesus/resumenes/QG.htm

http://www.biologiaenred.com/

http://www.biologia.edu.ar/

http://www.plantasyhongos.es/


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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.

teaching guide for the field

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