Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Didactic and disciplinary/ Knowledge of the natural and social environment and its didactic

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Contents

- Foundations and application of the scientific method in teaching-learning about the natural environment. School scientific activity: learning by inquiry and model building.

- Resources for science education: field trips, ICT and laboratory

- Physical systems. Matter and its changes. Living things and their environment. The human body.

- Theory for the design of environmental exploration projects.

- Guidelines for preparing proposals and educational projects on the natural environment.

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General proficiencies

Basic proficiencies
CB1- Students demonstrate knowledge and understanding in an area of study that is part of the basis of general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that imply knowledge at the forefront of knowledge.

CB2- Students can apply their knowledge to their work or vocation in a professional manner, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study.
CB3- Students have the ability to gather and interpret relevant data (usually within their field of study) that make them able to make judgments that include reflection on relevant social, scientific or ethical topics.

CB5- Students develop those learning skills needed to undertake further study with a high degree of autonomy.

General proficiencies

CG1- To know the curriculum areas of Primary Education, the interdisciplinary relationship between different areas of study, the evaluation criteria, and the body of didactic knowledge about teaching and learning processes.
CG2- To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school professionals.
CG8- To maintain a critical and independent relationship with respect to knowledge, values, and public and private social institutions.
CG9- To assess the individual and collective responsibility in achieving a sustainable future.
CG10- To think over classroom practices to innovate and improved teaching. To help students to get habits and skills for independent and cooperative learning.
CG11- To know and apply information and communication technologies in the classroom. Selectively distinguish audiovisual information that contributes to learning, civic education and cultural richness.

Cross-curricular proficiencies

CT2- Demonstrate language proficiency (equivalent to level C1 of the "Common European Framework of Reference for Languages: learning, teaching, assessment" of the Council of Europe) in Spanish and, where appropriate, in Basque.

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Specific proficiencies

SP1- To know the objectives and content of the official curriculum, the meaning of the areas of knowledge and their organization, the methodology and evaluation criteria for Primary Education.

SP2- To design, plan and evaluate teaching and learning processes taking into account both interdisciplinary and disciplinary criteria together with other professionals.
SP7- To encourage cooperation, motivation and desire to learn, and actively participate in school projects.

SP9- To acquire habits and skills of autonomous and cooperative learning and to promote an active involvement of students in their social and personal development.
SP10- To think over and analyze classroom practices to innovate and improve teaching, while referring to the basic psychological processes, pedagogical models and disciplinary criteria.

SP11- To meet the educational implications of information and communication technologies.
SP12- To actively organize and manage teaching and learning processes based on the contents of Primary Education from the perspective of skills development.

SP14-Contextualizing teaching activities to the political, social, and pedagogical changes, foster democratic education and the development of active citizenship for achieving a sustainable future.

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Learning outcomes

The learning outcomes refer to the proficiencies that the student will adquire in the subject. There are three levels:

- Optimum: Adquisition of 100% of proficiencies, dominating at least 75% of them

- Medium: Adquisition of most of the proficiencies, dominating those skills that contribute to the specific proficiencies of the grade

- Deficient: Poor adquisition of skills that contribute to the specific proficiencies of the grade

 A student will get a pass ("APTO") grade if the learning level is optimum or medium

The learning outcomes for this subject are the following:

LO1. To communicate basic concepts on the natural environment to specialized and non-specialized audiences (BC1, BC3, GC11, TC1, SC11)

LO2. To use fluently theoretical concepts and synthesize arguments to answer interdisciplinary questions on the natural environment (BC1, BC2, BC3, BC5, GC9,SC9)

LO3. To apply scientific method to the study of the natural environment in contextualized didactic situations (BC1, BC2)

LO4. To adapt knowledge on the natural environment to learning and apprenticeship processes in Primary Education (BC2, GC1, GC2, GC8, GC10, GC11, SC1, SC2, SC3, SC14)

LO5. To design educational projects on the natural environment (BC2, GC1, GC2, GC8, GC10, GC11, SC1, SC2, SC7, SC10, SC11, SC12, SC14), that promote situated learning, apply cooperative methodologies and integrate ICT to develop competencies. 

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Methodology

Teaching methods

Learning activities

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Languages

English/Spanish/Basque

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Evaluation

 The evaluation systems are as follows:

ES2 & ES3: Theoretical and practical works

It will consist of the participation in the project (or projects) that are proposed, including the elaboration of a final product referring to the motor question posed, and the didactic design of a project or didactic material to be applied in the Primary classroom. Both will be subject to public defense. The work may include other aspects of a more theoretical nature, such as the answer to the driving question and / or as many partial tasks as proposed, associated with each phase of the project. (Specific instructions will be provided for each group).

ES4. Written tests

It will consist on some tests (to be specified for each class group) of a liberatory nature. The value of each of the partials will be proportional to the number of sessions to which they refer. The tests may take the form of tests or analysis of didactic cases.
In case of not passing any of the tests, they will have to be recovered individually in the extraordinary call.

It is an essential requirement to deliver 80% of the evaluable tasks to be eligible for continuous evaluation. The student who does not make the deliveries will undergo a global assessment, which will consist of the completion of the project and a written / oral test referring to the whole subject.

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Agenda

1. Basic Elements of Project-Based (Cooperative) Learning. Quality criteria in project design.

2. Stages of a project on the natural environment, and its management: design, development, evaluation.

3. Tools for the design of projects on the natural environment:

3.1 The contents of the official curriculum: Matter, energy and technology. Living beings, ecology and human impacts. The human body, health and disease.

3.2 School experimentation: inquiry for the construction of models. Applications of the scientific method for the study of the natural environment, adapted to the primary classroom (didactic transposition).

3.3 Other resources for science education: exits to the environment, integration of ICT.

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Experimental practice program

The course includes a program of experimental practices in the classroom or laboratory, which deal with some of the following topics:

- Methods for the study of biological diversity (quantitative and qualitative sampling, species identification, inventory and index calculations)

- Plant organography; animal organography

- Universe and Solar System

- Human body's apparatus and systems; first aid maneuvers

- Physical and chemical transformations of matter

- Energy, forces and machines

- Waves (light and sound)

The specific practices may vary for each group, depending on the projects proposed. All of them will be aimed to learn experimental techniques for the primary classroom.

All the practices are mandatory, so they will be carried out in the laboratory or otherwise alternatives supported by tools or applications will be provided.

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Bibliography

Access the bibliography that your professor has requested from the Library.

Básica

Domenech, J. (2019). Aprendizaje basado en proyectos, trabajos prácticos y controversias. Octaedro.

Harlen, W. (2018). The Teaching of Science in Primary Schools. Routledge.

Krajcik, J. S.; Czerniak, C. L. (2018).  Teaching Science in Elementary and Middle School : A Project-Based Learning Approach. Routledge.

Cañal, P. (2016). Didáctica de las Ciencias experimentales en Educación Primaria" Pedro Cañal (coord) Ed. Paraninfo.

Complementaria

Franquesa, T., Alves, I. , Prieto,A.M. y  Cervera, M. (1996). Guía de actividades para la educación ambiental. Hábitat. Ministerio de Medio Ambiente.

Freeman, S. (2009). Biología. Pearson Educación.

Galindo, R., Ramírez, S.  y Rodríguez, J.M. (1995). El conocimiento del medio en la educación primaria. Bases teóricas y propuestas didácticas. Ediciones Koiné.
Elósegui, J., Guerendiáin, Pérez, P. F. y Redón, F. (1980). Navarra. Guía ecológica y paisajística. Caja de Ahorros de Navarra.

Jimenez Aleixandre, M. P. y Caamaño, A. (2003). Enseñar ciencias. Graó.
Tricárico, H.R. (2007). Didáctica de las ciencias naturales. ¿Cómo aprender? ¿Cómo enseñar?. Editorial Bonum.

Jorba, J. y Sanmartí, N., (1994). Enseñar, aprender y evaluar: un proceso de regulación continua. MEC.

Markl, G. 2004. La Tierra. Un viaje por la historia de nuestro planeta. Editorial Ares y Mares.
Prieto, T., Blanco, A. y González, F. (2000). La materia y los materiales. Síntesis Educación.
Romón, C. (1997). Guía del huerto escolar. Editorial Popular.

Sanmartí, N., (2007). 10 ideas clave. Evaluar para aprender. Graó.

Smith R.L. y Smith, T.M. (2001). Ecología, Addison Wesley Longman.
Thybodeau, G.A. y Patton, K.T. (2008). Estructura y función del cuerpo humano. Editorial ElsevierMosby.

Thematic jounals

Journal about teaching research and innovation (in science)
Alambique http://alambique.grao.com
Enseñanza de las ciencias http://ensciencias.uab.es

Ciencies: revista del Professorat de Ciencies d´Infantil, Primaria i Secundaria http://crecim.uab.cat/revista_ciencies

Journal about teaching research and innovation (general)
Aula de Innovación Educativa (en biblioteca de la Upna) http://aula.grao.com

Perspectiva Escolar (en biblioteca de la Upna) http://revistas.unavarra.es/bibreve/consulta.html

Infancia y Aprendizaje (en biblioteca de la Upna) http://dialnet.unirioja.es/servlet/revista?codigo=702

Tantak http://www.argitalpenak.ehu.es/p291home/es

Curricular projects online
Txanela http://www.elkarlanean.com (ikasmaterialak)
La main à la pâte http://www.lamap.fr
Ikastolak http://www.ikastola.net/web/default.php

Laws

DECRETO FORAL 60/2014, de 16 de julio, por el que se establece el currículo de las enseñanzas de Educación primaria en la Comunidad Foral de Navarra.

REAL DECRETO 126/2014, de 28 de febrero, por el que se establece el currículo básico de la Educación Primaria.

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Location

Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.

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