TEACHING GUIDE FOR THE COURSE

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TEACHING GUIDE FOR THE COURSE

Natural Sciences and its Didactics

Faculty of Psychology, Teacher Training and Education Sciences

Universidad Católica de Valencia

Year 2016/17

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Universidad Católica de Valencia “San Vicente Mártir”

TEACHING GUIDE

ECTS

COURSE: Natural Sciences and its Didactics ^4.5 SUBJECT: NATURE SCIENCES LEARNING 4.5

MÓDULO: NATURE AND SOCIAL SCIENCES AND

MATHEMATICAL LEARNING 15

Education type:

DIDACTIC-DISCIPLINARY OBLIGATORY

YEAR: 4th Semester: 1st

Teachers

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 AND SOCIAL SCIENCES APPLIED TO EDUCATION

E-mail:

[email protected] [email protected] [email protected] [email protected] [email protected] [email protected]

MODULE ORGANIZATION

____________________________________________________________________________

NATURE AND SOCIAL SCIENCES AND MATHEMATICAL LEARNING

# ECTS 15 Subjects and courses

Subject ^ECTS Course ^ECTS

Year/Se mester

NATURE SCIENCES LEARNING 4.5 Natural Sciences and its Didactics 4.5 4/1

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3 TEACHING GUIDE FOR THE COURSE: Natural Sciences and its Didactics

Previous requirements: not stablished.

GENERAL GOALS

a. To obtain basic knowledge in the field of Natural Sciences.

b. To use appropriate teaching strategies and resources to develop knowledge related to natural environment in the Preschool Education

cTo promote techniques of intellectual both autonomous and cooperative work.

dTo 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 Preschool Education

GENERAL COMPETENCES Competence

measuring scale

1 2 3 4

G1. To know goals, curricular contents and evaluation criterions in Preschool

Education. X

G2. Promoting and providing learning in early childhood, from a global and inclusive perspective that integrates different dimensions: cognitive, emotional,

psychomotor and volitive. X

G3. Designing and regulating learning spaces in contexts of diversity, paying attention to gender equality, equity and respect for human rights that make up

the values of citizenship education. X

G4. To estimulate the coexistence in the classroom and out of it and to deal with conflicto resolution in a pacific way. To observe sistematically learning and

coexisting contexts and to think about it. X

G5. To reflect collective on rule acceptacion and respect to the others. To promote the autonomy and singularity of each student as factor of education of emotions, feelings and values in the childhood.

X

G7. Knowing the eduactional implications of the information and communication technologies, spicifically, the importance of the television in the childhood.

X

G11. To reflect on the classroom practices in order to innovate and improve the teaching task. To acquire habits and skills for independent and cooperative learning and encourage it among students.

X

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SPECIFIC COMPETENCES

1 2 3 4

E1. Knowing the scientific, mathematical and technological  basis of curriculum in this stage and the theories for data acquisition and development of appropriate learning.

X

E4. To know the scientific methodology and to promote the scientific thought and

the experimentation. X

E6. Knowing and argue the protruding moments of the Science history, the

techniques and its influence. X

E7. To elaborate didactic proposals related to the interaction od Science,

Technique, Society and sustaintable development. X

E8. To promote the interest and the respect for the Natural, Social and Cultural Environment through adequated didactic projects.

X

E9. To encourage experiences of initation on the Information and Communication Technologies.

X

LEARNING OUTCOMES COMPETENCES

R1. The student interprets correctly the curriculum of the area in the Preschool Eduactaion.

G1, G2, G11 E1, E9 R2. The student interprets the processes by which scientific

knowledge is constructed and applies these processes in his didactic proposals.

G1, G2 E1, E4, E6, E7 R3. The student explains everyday life situations using basic

principles and fundamental laws of experimental science.

G2, G3 E1, E4, E6 R4. The student uses everyday situations in the design of

didactic proposals for science learning using basic principles and fundamental laws of the Experimental Science.

G2, G3, G4, G7, G11 E1, E4, E6, E7, E8, E9 R5. The student knows the fundamentals of the construction of

scientific thinking in children and he applies them to the design of learning situations.

G2, G3, G5 E1, E4, E6, E7 R6. The student understands the fundamentals of the main

didactic models in Experimental Science teaching-learning in Preschool Education.

G2, G11 E1, E4, E6, E8

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R7. The student evaluates and appropriately uses different methodological strategies and assessment tools in the design of activities for Science education.

G3, G7, G11 E4, E7, E8, E9 R8. The student proposes activities and designs didactic

materials consistent with a meaningful learning of Science taking into account students with special educational needs.

G1, G2, G4, G5, G7, G11 E1, E4, E7, E8, E9

R9. The student reflects in his tasks that he knows and appreciates the attitudes that characterize scientific work and shows a committed attitude to the person and the environment.

G1, G2, G3, G4, G5, G7, G11

E1, E4, E7, E8, E9 R10. The student uses appropriate information from a variety of

sources to carry out their duties, citing the references according to APA norms.

G1, G7, G11 E1, E9 R11. The student writes clear, well-structured expositions about

Science Didactics topics including appropriate examples.

G1, G7, G11

E1, E4, E6, E7, E8, E9 R12 The student performs clear and detailed oral descriptions

developing particular points and rounding off with appropriate conclusions.

G1, G7, G11

E1, E4, E6, E7, E8, E9

ON-CAMPUS EDUCATIONAL ACTIVITIES

ACTIVITY Teaching-Learning Methodology

Learning outcomes Relationship

Course

ECTS

ON-CAMPUS CLASS

Teacher presentation of contents, analysis of competences

R1, R2, R3, R4, R5, R6, R7, R8, R9

0,8

PRACTICAL 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.

R1, R2, R3, R4, R5, R6, R7, R8, R9, R10, R11, R12

0,5

GROUP WORK PRESENTATIONS

Sharing of knowledge.

Feedback between teacher and students and

R1, R2, R3, R4, R5, R6, R7, R8, R9, R10,

0,3

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among students. R11, R12

OFFICE ASSISTANCE

Personalized and small group attention. Period of instruction and/or

orientation carried out by a tutor to review and discuss materials and topics presented in classes, seminars, readings, papers, etc.

R1, R2, R3, R4, R5, R6, R7, R8, R9, R10, R11, R12

0,1

ASSESSMENT

Set of oral and/or written tests used in initial, formative or additive assessment of the students.

R1, R2, R3, R4, R5, R6, R7, R8, R9, R10, R11, R12

0,1

Total 1,8

INDEPENDENT WORK ACTIVITIES

ACTIVITY Teaching-Learning Methodology

Learning outcomes Relationship

Course

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.

R1, R2, R3, R4, R5, R6, R7, R8, R9, R10, R11

0,8

INDEPENDENT WORK

Student's study of the proposed bibliography.

Development of tasks required: readings, text

R1, R2, R3, R4, R5, R6, R7, R8, R9, R10, R11

1,9

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7

analysis, case studies, test

development, drafting of work memories, etc.

Work done on the platform of the university or other virtual spaces.

Total 2,7

SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM

Assessment Tool LEARNING OUTCOMES ASSESSED

Allocated Percentag

e

Written examination

R1, R2, R3, R4, R5, R6, R7, R8, R9, R10, R11 30%

Works (written assays, oral

presentations)

R1, R2, R3, R4, R5, R6, R7, R8, R9, R10, R11, R12 60%

Individual follow-up on class attendance and active participation in theoretical-practical classes, seminars and

tutorials

R1, R2, R3, R4, R5, R6, R7, R8, R9, R10, R11, R12

10%

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.

All oral and written work done by the student will be evaluated on a formal level in response to the document "Level C1 (Common European Framework of Reference for Languages) in the degrees of Preschool and Primary Education."

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

SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM (Reduced attendance modality)

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Criteria for reduced attendance modality:

- Previous justified request by the student

- A student who attends less than 80% of the on-campus sessions.

Assessment Tool Learning Outcomes Assessed

e Written examination

R1, R2, R3, R4, R5, R6, R7, R8, R9, R10, R11 50%

Tutored individual

work R1, R2, R3, R4, R5, R6, R7, R8, R9, R10, R11, R12 50%

In order to pass the subject the student must pass both the theoretical and the practical content separately. The final mark is the weighted average of the results obtained in each of the assessment tools.

Both the written examination and individual tutored work will be specific to this modality.

All, oral and written, work done by the student will be evaluated on a formal level in response to the document "Level C1 (Common European Framework of Reference for Languages) in the degrees of Preschool and Primary Education."

Both the written examination and the tutored individual work, will be specific to this modality.

Criteria for granting a grade of A with honors: The grade can be granted to those students who have attained a grade of 9,5 in every assessment tool class including attendance and active participation in theoretical-practical classes, seminars and tutorials.

SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM

(3rd and rear calls)

Assessment Tool Learning Outcomes Assessed

e Written examination

R1, R2, R3, R4, R5, R6, R7, R8, R9, R10, R11 30%

Tutored individual

work R1, R2, R3, R4, R5, R6, R7, R8, R9, R10, R11, R12 60%

Individual follow-up on class attendance and active participation in theoretical-practical classes, seminars and

tutorials

R1, R2, R3, R4, R5, R6, R7, R8, R9, R10, R11, R12

10%

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In order to pass the subject the student must pass both the theoretical and the practical content separately. The final mark is the weighted average of the results obtained in each of the assessment tools.

Both the written examination and individual tutored work will be specific to this modality.

All, oral and written, work done by the student will be evaluated on a formal level in response to the document "Level C1 (Common European Framework of Reference for Languages) in the degrees of Preschool and Primary Education."

Both the written examination and the tutored individual work, will be specific to this modality.

DESCRIPTION OF CONTENTS

COMPETENCES 1. Concept and processes in Science. Scientific Knowledge and

ordinary knowledge. Scientific models: living being model and matter model.

G2, G3, G5, G10 E1, E4, E6, E8

2. Natural Science Preschool Education Curriculum in the Comunidad Valenciana.

G1, G2, G3, G4, G5, G11 E1, E3

3. Learning-teaching of Sciences in Preschool Education.

Methodological proposals. Teaching resources.

G1, G2, G3, G4, G5, G7, G11 E1, E4, E7, E8, E9

TEMPORAL ORGANIZATION OF LEARNING:

BLOCK CONTENT / TEACHING UNIT # OF SESSIONS 1 Concept and processes in Science. Scientific

Knowledge and ordinary knowledge. Scientific models:

living being model and matter model..

5

2 Natural Science Preschool Education Curriculum in the Comunidad Valenciana.

2

3 Learning-teaching of Sciences in Preschool Education.

Methodological proposals. Teaching resources.

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REFERENCES

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Basic Bibliography

BORGHI, B.Q. (2005) Los talleres en educación infantil. Barcelona: Graó

BROWN, S. (1991) Experimentos de ciencias en Educación Infantil. Madrid: Narcea CAÑAS, A., MARTÍN-DIAZ, M.J. y NIEDA, J. (2007) Competencia en el conocimiento y la interacción con el medio físico. Madrid: Alianza Editorial

Consellería de Educación “DECRETO 111/2007, de 20 de julio, del Consell, por el que se establece el currículo de la Educación Primaria en la Comunitat Valenciana” Diari Oficial de la Comunitat Valenciana Núm. 5562 / 24.07.2007.

Consellería de Educación “DECRETO 37/2008, de 28 de marzo, del Consell, por el que se establece el currículo del primer ciclo de la Educación Infantil en la Comunitat Valenciana” Diari Oficial de la Comunitat Valenciana Núm. 5734 / 03.04.2008.

Consellería de Educación “DECRETO 38/2008, de 28 de marzo, del Consell, por el que se establece el currículo del segundo ciclo de la Educación Infantil en la Comunitat Valenciana” Diari Oficial de la Comunitat Valenciana Núm. 5734 / 03.04.2008.

IZQUIERDO, M. (Coord.) (2012) Química en Infantil y Primaria. Una nueva mirada.

Barcelona: Graó

MOYA, M.G., MARÍN, M.A., GARRIDO, M.J. y PAULANO, M.D. (2004) Aprendizajes en Educación Infantil. Actividades y experiencia constructivista. Madrid: CCS

PUJOL, R. M. (2007) Didáctica de las ciencias en la educación primaria. Madrid:

Síntesis

VEGA, S. (2006) Ciencia 0-3: laboratorios de ciencias en la escuela infantil. Barcelona:

Graó

VEGA, S. (2011) Ciencia 3-6: laboratorios de ciencias en la escuela infantil. Barcelona:

Graó

VV.AA. (2000) Valores y temas transversales en el currículum. Barcelona: Graó VV.AA. (2002) Las ciencias en la escuela. Teoría y prácticas. Barcelona: Graó VV.AA. (2004) Técnicas y actividades. Educación Infantil. Barcelona: Ceac VVAA (2002) Las ciencias en la escuela. Teoría y prácticas. Barcelona: Graó VVAA (2009) Hacemos ciencia en la escuela. Barcelona: Graó

Additional Bibliography

ARAMBURU, F. (2000) Medio Ambiente y Educación. Madrid: Síntesis.

CARBÓ, V., PIGRAU, T. y TARÍN, R.M. (2010) Qué entemen per treballar el tema dels essers vius avui, i del animals en particular, a Educació Infantil i primaria? Perspectiva escolar 343

CARBÓ, V., PIGRAU, T. y TARÍN, R.M. (2010) Competències i ciencia escolar. Què fem amb el que sabem? Guix 364 65-72

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GALLEGO, A.P., CASTRO, J.E. y REY, J.M. (2008) “El pensamiento científico en los niños y las niñas: algunas consideraciones e implicaciones” IIEC Vol.2 Nº3, 22-29.

GARRIDO, J.M., PERALES, F.J. y GALDÓN, M. (2009) Ciencia para educadores Madrid: Pearson

GIL, D., VILCHES, A. (2006) “Educación ciudadana y alfabetización científica: Mitos y realidades” Revista Iberoamericana de educación 42, 31-53.

PRIETO, T., BLANCO, A. y GONZÁLEZ, F. (2000) La materia y los materiales. Madrid:

Síntesis.

RAGA, F. (1999) Matraz. El trabajo en el laboratorio. Valencia: Tándem ROJO, A. (2010) La física en la vida cotidiana. Barcelona: RBA

SANMARTÍ, N. (2004) Aprendre ciències: Connectar l’experiència, el pensament i la

parla a través de models

http://acte14.campus.acte.cat/essersvius/sessions/3_maneresdemirar/aprendre_ciencie s.pdf

TOMÁS, A. y col. (2008) Física y Química enlatadas. Alicante: Aguaclara

TONUCCI, F. (1995) “El niño y la ciencia” Con ojos de maestro. Buenos Aires: Troquel pp. 85-107.

VV. AA. (2000) El gran libro de los experimentos. Madrid: San Pablo

VILCHES, A. y GIL, D. (2011) El trabajo cooperativo en las clases de ciencias. Una estrategia imprescindible pero aún infrautilizada. Alambique. Didáctica de las Ciencias Experimentales 69, 73-79

Web pages

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

Instituto de Tecnologías Educativas. Ministerio de Educación. Recursos educativos clasificados.

http://www.cma.gva.es/web/

Página oficial de la Conselleria de Medio Ambiente, Agua, Urbanismo y Vivienda.

Información sobre medio natural, espacios protegidos, calidad ambiental y educación ambiental.

http://www.concyteq.edu.mx/Archivos%20de%20descarga/CienciaPreescolarManualEx perimentos2011.pdf

Ciencia en preescolar, manual de experimentos para el profesor. Consejo de Ciencia y Tecnología del Estado de Querétaro (México).

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

CSIC en la Escuela. Centro Superior de Investigaciones Científicas.

http://www.ibercajalav.net/

Laboratorio virtual Ibercaja.

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

Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado.

Ministerio de Educación.

http://www.juntadeandalucia.es/averroes/averroes/impe/web/portadaPresentacion?idM enu=mCPre

Averroes, Red Telemática Educativa de Andalucía. 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.

TEACHING GUIDE FOR THE COURSE

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