Not established
This is the only course unit in the syllabus of Degree in Primary Education dedicated to two of the most important Natural Sciences (Physics and Chemistry). Physics and Chemistry are the key to understanding and advancing in the scientific-technological world in which we live. The working method of Experimental Sciences, called scientific method, has great potentialities and characteristics that make it particularly suitable from the educational point of view. This method has even been an inspiration for teaching methodologies in the last few decades of the twentieth century as heuristic or experimental method. Although as time went by these methodologies have become obsolete, there is no doubt that the study of scientific method itself contributes to comprising a set of skills that can be very useful both in everyday life and in the academic life of Education students. From among them, we can point out the following:
a) Understanding the role, possibilities and limits of education in today's society and core competencies that affect early childhood education, primary schools, and their professionals.
b) The ability to master the area taught, the processes of knowledge construction and related teaching, plus the interdisciplinary relationship between them.
c) The ability to use language appropriately in each communicative situation and critically analyse scientific and cultural texts.
d) Acquiring basic scientific-cultural and technological knowledge.
In addition, we can add the following considerations:
1. Physics and Chemistry are subjects of knowledge. As such, they fulfil three functions:
a) Instructive function. They provide the knowledge that allows us to make decisions in freedom from many current issues.
b) Humanist function. They seek to respond to many human needs (related to health, energy production, pollution, etc.).
c) Educational function. They develop a series of attitudes and values characteristic of Science (curiosity, scepticism, logical reasoning, empirical testing of hypotheses, etc.).
2. The complexity of the phenomena that the teacher tries to understand and afterwards to teach his/her students is satisfied with the contribution of all experimental sciences (called integrated science) in an interdisciplinary framework (i.e., studying reality with collaboration of the social sciences).
3. In the teaching career, physics and chemistry help to satisfy the questions raised by children in contact with the reality around them. It helps to answer questions arising from the manipulation of a toy or the observation of a phenomenon.
Course competences | |
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Code | Description |
1.2.1.II.01 | Understand the basic principles and fundamental laws of experimental sciences (Physics, Chemistry, Biology and Geology). |
1.2.1.II.02 | Know the curriculum of Primary Education concerning these sciences. |
CB01 | Prove that they have acquired and understood knowledge in a subject area that derives from general secondary education and is appropriate to a level based on advanced course books, and includes updated and cutting-edge aspects of their field of knowledge. |
CG09 | Value individual and collective responsibility for a sustainable future. |
Course learning outcomes | |
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Description | |
Develop units and syllabi based on contents of the field of knowledge | |
Assimilate the language and terminology of Physics and Chemistry, which would allow students to understand the main theoretical and practical paradigms of these experimental sciences. | |
Manage operations of physical quantities, units, and conversion systems. | |
Appreciate physics and chemistry as areas that help to preserve the environment and to improve living human conditions. | |
Plan strategies for developing learning activities in the fields of Physics and Chemistry. | |
Solve questions, exercises and problems related to the principles, laws and most important physicochemical theories. | |
Interpret the physicochemical phenomena that surround us in such a way to facilitate their future work as teachers. | |
Be able to develop and evaluate curriculum contents through appropriate teaching resources and promote relevant skills in students. | |
Recognize the historical Science-Technology-Society influence, assessing their importance and cultural significance | |
Additional outcomes | |
Not established. |
Training Activity | Methodology | Related Competences (only degrees before RD 822/2021) | ECTS | Hours | As | Com | Description | |
Class Attendance (theory) [ON-SITE] | Lectures | 1.2.1.II.02 CG09 | 1.2 | 30 | Y | N | Development of lectures, with support of new technologies and participation of students through group discussions | |
Class Attendance (practical) [ON-SITE] | Problem solving and exercises | 1.2.1.II.01 CB01 | 0.56 | 14 | Y | N | Application of the theoretical contents through practical exercises. Students and teacher will share and resolve questions | |
Class Attendance (practical) [ON-SITE] | Practical or hands-on activities | 1.2.1.II.01 CB01 | 0.16 | 4 | Y | N | Internship in the laboratory | |
Problem solving and/or case studies [ON-SITE] | Problem solving and exercises | 1.2.1.II.01 CB01 | 0.24 | 6 | Y | N | Application of the theoretical contents through practical exercises based on what students have learned. | |
Problem solving and/or case studies [ON-SITE] | Cooperative / Collaborative Learning | 1.2.1.II.01 CB01 | 0.16 | 4 | Y | N | Students' questions will be solved either in individual or group tutoring session | |
Final test [ON-SITE] | Assessment tests | CB01 | 0.08 | 2 | Y | Y | A final test will assessed the knowledge students have acquired. It is compulsory to get a minimun rate of 4. In the same way, it is compulsory to get a minimun rate of 4 in the partial test o tests for those students who follow the continuos evaluation. | |
Writing of reports or projects [OFF-SITE] | Cooperative / Collaborative Learning | 1.2.1.II.01 CB01 | 0.4 | 10 | Y | N | Students will write internship memories correponding to lab sessions | |
Writing of reports or projects [OFF-SITE] | Self-study | 1.2.1.II.01 CB01 | 0.8 | 20 | Y | N | Workgroups will search for information related to experimental sciences | |
Writing of reports or projects [OFF-SITE] | Cooperative / Collaborative Learning | CB01 | 0.6 | 15 | Y | N | Workgroups will bring together the theoretical contents previously explained, in order to be able to elaborate the corresponding project. | |
Study and Exam Preparation [OFF-SITE] | Problem solving and exercises | 1.2.1.II.01 CB01 | 0.56 | 14 | Y | N | Application of the theoretical contents through practical exercises based on what they have learned. | |
Study and Exam Preparation [OFF-SITE] | Self-study | 1.2.1.II.01 1.2.1.II.02 CB01 CG09 | 1.24 | 31 | Y | N | Organization, preparation and study of the contents taught in the classroom. | |
Total: | 6 | 150 | ||||||
Total credits of in-class work: 2.4 | Total class time hours: 60 | |||||||
Total credits of out of class work: 3.6 | Total hours of out of class work: 90 |
As: Assessable training activity Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).
Evaluation System | Continuous assessment | Non-continuous evaluation * | Description |
Assessment of active participation | 10.00% | 10.00% | Students will have to complete a practical project related to Unit 3, as well as a compulsory presentation in class (continuous asssessment). |
Final test | 70.00% | 70.00% | Two final tests corresponding to the part of Physics and to the part of Chemistry will be taken. These will have a maximum weight of 70%. Students must obtain a minimum rating of 4 out of 10 in each. In the same way, it is compulsory to get a minimun rate of 4 in the mid-term/partial test o tests for those students who follow the continuos evaluation. |
Laboratory sessions | 10.00% | 10.00% | Students will do a training report on Unit 2 (separation of substances). Student attendance at the laboratory or workshop sessions will be mandatory and irretrievable (continuous asssessment). |
Assessment of active participation | 10.00% | 10.00% | Students will have to perform a theoretical group work on the contents of Unit 1 (continuous asssessment). |
Total: | 100.00% | 100.00% |
Not related to the syllabus/contents | |
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Hours | hours |
Unit 1 (de 3): Physics and chemistry as experimental sciences | |
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Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 2 |
Writing of reports or projects [AUTÓNOMA][Cooperative / Collaborative Learning] | 10 |
Writing of reports or projects [AUTÓNOMA][Cooperative / Collaborative Learning] | 10 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 5 |
Group 12: | |
Initial date: 29-01-2024 | End date: 02-02-2024 |
Group 13: | |
Initial date: 29-01-2024 | End date: 02-02-2024 |
Group 10: | |
Initial date: 29-01-2024 | End date: 02-02-2024 |
Group 11: | |
Initial date: 29-01-2024 | End date: 02-02-2024 |
Group 14: | |
Initial date: 29-01-2024 | End date: 02-02-2024 |
Group 15: | |
Initial date: 29-01-2024 | End date: 02-02-2024 |
Group 16: | |
Initial date: 29-01-2024 | End date: 02-02-2024 |
Group 17: | |
Initial date: 29-01-2024 | End date: 02-02-2024 |
Group 18: | |
Initial date: 29-01-2024 | End date: 02-02-2024 |
Group 19: | |
Initial date: 29-01-2024 | End date: 02-02-2024 |
Unit 2 (de 3): Fundamental principles for teaching Chemistry in Primary Education | |
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Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 14 |
Class Attendance (practical) [PRESENCIAL][Problem solving and exercises] | 7 |
Class Attendance (practical) [PRESENCIAL][Practical or hands-on activities] | 4 |
Problem solving and/or case studies [PRESENCIAL][Problem solving and exercises] | 3 |
Problem solving and/or case studies [PRESENCIAL][Cooperative / Collaborative Learning] | 2 |
Final test [PRESENCIAL][Assessment tests] | 1 |
Writing of reports or projects [AUTÓNOMA][Self-study] | 20 |
Writing of reports or projects [AUTÓNOMA][Cooperative / Collaborative Learning] | 2.5 |
Study and Exam Preparation [AUTÓNOMA][Problem solving and exercises] | 7 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 13 |
Group 12: | |
Initial date: 05-02-2024 | End date: 15-03-2024 |
Group 13: | |
Initial date: 05-02-2024 | End date: 15-03-2024 |
Group 10: | |
Initial date: 05-02-2024 | End date: 15-03-2024 |
Group 11: | |
Initial date: 05-02-2024 | End date: 15-03-2024 |
Group 14: | |
Initial date: 05-02-2024 | End date: 15-03-2024 |
Group 15: | |
Initial date: 05-02-2024 | End date: 15-03-2024 |
Group 16: | |
Initial date: 05-02-2024 | End date: 15-03-2024 |
Group 17: | |
Initial date: 05-02-2024 | End date: 15-03-2024 |
Group 18: | |
Initial date: 05-02-2024 | End date: 15-03-2024 |
Group 19: | |
Initial date: 05-02-2024 | End date: 15-03-2024 |
Unit 3 (de 3): Fundamental principles for teaching Physics in Primary Education | |
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Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 14 |
Class Attendance (practical) [PRESENCIAL][Problem solving and exercises] | 7 |
Problem solving and/or case studies [PRESENCIAL][Problem solving and exercises] | 3 |
Problem solving and/or case studies [PRESENCIAL][Cooperative / Collaborative Learning] | 2 |
Final test [PRESENCIAL][Assessment tests] | 1 |
Writing of reports or projects [AUTÓNOMA][Cooperative / Collaborative Learning] | 2.5 |
Study and Exam Preparation [AUTÓNOMA][Problem solving and exercises] | 7 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 13 |
Group 12: | |
Initial date: 18-03-2024 | End date: 17-05-2024 |
Group 13: | |
Initial date: 18-03-2024 | End date: 17-05-2024 |
Group 10: | |
Initial date: 18-03-2024 | End date: 17-05-2024 |
Group 11: | |
Initial date: 18-03-2024 | End date: 17-05-2024 |
Group 14: | |
Initial date: 18-03-2024 | End date: 17-05-2024 |
Group 15: | |
Initial date: 18-03-2024 | End date: 17-05-2024 |
Group 16: | |
Initial date: 18-03-2024 | End date: 17-05-2024 |
Group 17: | |
Initial date: 18-03-2024 | End date: 17-05-2024 |
Group 18: | |
Initial date: 18-03-2024 | End date: 17-05-2024 |
Group 19: | |
Initial date: 18-03-2024 | End date: 17-05-2024 |
Global activity | |
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Activities | hours |
General comments about the planning: | The teaching period could be slightly modified |
Author(s) | Title | Book/Journal | Citv | Publishing house | ISBN | Year | Description | Link | Catálogo biblioteca |
---|---|---|---|---|---|---|---|---|---|
Abervuj, E. | Con el cielo en el bolsillo | Ediciones de la torre | 9788486587710 | 1986 | |||||
Alsina, D y col. | Química. Conceptos fundamentales | Edicionesl UNL | 9789876573948 | 2008 | |||||
Babor, J. | Química General Moderna | Marin | 9788471029973 | 1983 | |||||
Burbano de Ercilla, S. | Física General | Libreria General S.A. | 9788470783760 | 1979 | |||||
Carl Sagan | Cosmos | Random House | 9780375508325 | 2002 | |||||
Chodos, A.; Clark, J. & Thompson-Flagg, B. | Color me physics! Activity Book featuring Abigail Atom | APS physics | 2006 | https://www.aps.org/programs/education/k8/upload/activity-book.pdf | |||||
Chris McMullen | Understand Basic Chemistry Concepts: The Periodic Table, Chemical Bonds, Naming Compounds, Balancing Equations, and More | Northwestern State. University of Louisiana | 9781479134632 | 2013 | |||||
Esteban Santos, S | Introducción a la historia de la química | UNED | 9788436261905 | 2001 | |||||
Esteban Santos, S and Navarro, R. | Química general | UNED | 9788436218572 | 1990 | |||||
Galán García, J.L. | Sistemas de unidades físicas | Reverté | 9788429143010 | 1987 | |||||
Gerald Holton | Introducción a los conceptos y teorías de las ciencias físicas | Reverté | 9788429143232 | 1983 | |||||
Gerald Holton | Introduction to Concepts and Theories in Physical Science | Princeton University Press | 9780691083841 | 1985 | |||||
Isaac Asimov | Enciclopedia biográfica de ciencia y tecnología | Alianza editorial | 9788420602349 | 1973 | |||||
Isaac Asimov | Biographical Encyclopedia of Science and Technology | Doubleday | 9780385177719 | 1964 | |||||
Isaac Asimov | The new intelligent man's guide to science | Basic Books | 9781124018089 | 1965 | |||||
Isaac Asimov | Nueva guía de la ciencia | Plaza & Janés | 9788401496738 | 1985 | |||||
Isaac Asimov | Breve historia de la química | Alianza editorial | 9788420639796 | 1982 | |||||
Isaac Asimov | A short history of Chemistry | Doubleday | 9780313207693 | 1965 | |||||
Izquierdo, M.C. y col | Evolución histórica de los principios de química | UNED | 9788436268188 | 2003 | |||||
Karl F. Kuhn | Basic Physics. A self-teaching guide | John Wiley & Sons, Inc. | 9780471134473 | 1996 | |||||
Kessler, J. H., & Galvan, P. M. | Inquiry in Action: Investigating Matter through Inquiry. | A project of the American Chemical Society Education Division, Office of K¿8 Science | American Chemical Society | 978-0-8412-7427-3 | 2003 | ||||
Linus Pauling | General Chemistry | Dover Publication, INC. | 9780486656229 | 1970 | |||||
Sanger, M. J. | How Does Inquiry-Based Instruction Affect Teaching Majors¿ Views about Teaching and Learning Science? | Journal of Chemical Education, 85(2), 297 | ACS | 2008 | |||||
Tipler, P. | Física | Reverté | 9788429144291 | 1984 |