1. General information
Course:
TEACHING NATURAL AND SOCIAL SCIENCES
Code:
46325
Type:
CORE COURSE
ECTS credits:
6
Degree:
393 - UNDERGRADUATE DEGREE IN PRIMARY EDUCATION (CR)
Academic year:
2022-23
Center:
102 - FACULTY OF EDUCATION OF CIUDAD REAL
Group(s):
20
21
22
23
Year:
4
Duration:
First semester
Main language:
Spanish
Second language:
English
Use of additional languages:
English Friendly:
Y
Web site:
Bilingual:
N
Lecturer:
BEATRIZ GARCIA FERNANDEZ
- Group(s):
20
23
Building/Office
Department
Phone number
Email
Office hours
Facultad de Educación de Ciudad Real. Despacho 3.23.
PEDAGOGÍA
926295300. Ext. 6308
beatriz.garcia@uclm.es
Please, consult Moodle platform.
Lecturer:
JULIANA PARRAS ARMENTEROS
- Group(s):
21
22
Building/Office
Department
Phone number
Email
Office hours
Lorenzo Luzuriaga 3.23
PEDAGOGÍA
926052459
juliana.parras@uclm.es
Please, consult Moodle platform.
Lecturer:
MARIA DE LOS ANGELES RODRIGUEZ DOMENECH
- Group(s):
20
21
22
23
Building/Office
Department
Phone number
Email
Office hours
Lorenzo Luzuriaga 3.23
GEOGRAFÍA Y ORD. TERRITORIO
926052507
mangeles.rodriguez@uclm.es
Please, consult Moodle platform.
2. Pre-Requisites
It is advisable that the students - future teachers - have a basic knowledge about basic general contents on Social and Natural Sciences.
Besides, it is advisable that they have passed the subject Social Sciences I: Geography and its Didactics (2nd course), and Social Sciences II: History and its Didactics (3rd course), and Natural Environment I: Physhics, Chemistry and their didactics (3rd degree). It is also advisable to have knowledge about the matters related to Pedagogy and General Didáctics.
3. Justification in the curriculum, relation to other subjects and to the profession
The theorethical and practical contents that this subject provides to future Primary school teachers are basic to know how to teach the environment to children in the different primary education courses. Contents and didactic strategies will be addressed to aproximate teaching and learning of experimental sciences to Primary Education. Teachers will be trained to develop with their students science research activities about issues of scientific interest, elaborating projects, units, workshops, didactic materials and didactic itineraries, according to approaches centered on science that help to reach the subject objetives. The formative dimension of Social and Experimental Sciences is valued thinking in a future teaching application.
4. Degree competences achieved in this course
| Course competences | |
|---|---|
| Code | Description |
| 1.2.1.II.03 | Plan and solve problems related to daily life. |
| 1.2.1.II.04 | Value science as a cultural fact. |
| 1.2.1.II.05 | Recognise the mutual influence that science, society and technological development have had on each other as well as good corporate citizienship in order to achieve a sustainable future. |
| 1.2.1.II.06 | Develop and assess contents in the curriculum by using appropriate teaching resources and promote the corresponding competences in the classroom. |
| 1.2.1.II.07 | Understand the basic principles of social sciences. |
| 1.2.1.II.08 | Take account of the Primary school curriculum of social sciences and relate it to the content of social sciences in the Degree in Primary Education. |
| 1.2.1.II.09 | Integrate history and geography cultural content and its teaching. |
| 1.2.1.II.10 | Foster democratic citizenship education and critical thinking and social practice. |
| 1.2.1.II.13 | Design and evaluate curricular contents through suitable teaching resources and promote the corresponding competences among students. |
| CG01 | Know the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and didactic knowledge about the corresponding teaching and learning procedures. |
| CT02 | Master information and communication technology (ICT). |
5. Objectives or Learning Outcomes
| Course learning outcomes | |
|---|---|
| Description | |
| Know how to promote the interdisciplinary of social sciences and the rest of curricular areas in complusory education | |
| Know how to analyse didactic programming in History cycles, Geography and other Social Sciences along the Primary Education period | |
| Think about the construction of social values through the analysis of social reality and historic knowledge | |
| Know how to adapt the social, economic and cultural changes and apply them to own knowledge in Social Sciences. | |
| Know how to identify, establish and relate coceptual basis that define the didactics and the epistemology of History and Geography | |
| Know how to integrate the new technologies, both computer and audiovisual support, in the teaching of History, Geography and other Social Siences | |
| Encourage democratic citizenship education and critical social thinking | |
| Be able to develop and evaluate curriculum contents through appropriate teaching resources and promote relevant skills in students. | |
| Understand the basic principles of Social Sciences. | |
| Know how to identify, classify, and develop typologies of learning strategies for the teaching of History, Geography and other Social Sciences. | |
| Be able to recognise the religious fact along the history and its relation with culture | |
| Recognise in daily social and personal situations opportunities to develop positive and creative attitudes in children | |
| Recognize the historical Science-Technology-Society influence, assessing their importance and cultural significance | |
| Promote the development of cultural identity through historical and social knowledge. | |
| Develop units and syllabi based on contents of the field of knowledge | |
| Additional outcomes | |
| Description | |
6. Units / Contents
-
Unit 1: Introduction of the didactics of social sciences. Concept and epistemological field of social sciences.
-
Unit 2: Social Sciences in the curriculum of Primary Education.
-
Unit 3: Teaching social sciences in Primary education: Methods, models, activities, and teaching resources for the teaching and learning.
-
Unit 4: Experimental Sciences in the official curriculum of Primary Education.
-
Unit 5: Teaching Experimental Sciences in Primary Education.
7. Activities, Units/Modules and Methodology
| 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.03 1.2.1.II.04 1.2.1.II.05 1.2.1.II.06 1.2.1.II.07 1.2.1.II.08 1.2.1.II.09 1.2.1.II.10 1.2.1.II.13 CG01 CT02 | 2.32 | 58 | Y | N | Theoretical presentation of the main contents of the subject. Practical activities in the classroom. | |
| Writing of reports or projects [OFF-SITE] | Guided or supervised work | 1.2.1.II.03 1.2.1.II.04 1.2.1.II.05 1.2.1.II.06 1.2.1.II.07 1.2.1.II.08 1.2.1.II.09 1.2.1.II.10 1.2.1.II.13 CG01 CT02 | 1.8 | 45 | Y | N | Group work and reports on research projects related to the natural, social and cultural environment. Recoverable activity. | |
| Final test [ON-SITE] | Assessment tests | 1.2.1.II.03 1.2.1.II.04 1.2.1.II.05 1.2.1.II.06 1.2.1.II.07 1.2.1.II.08 1.2.1.II.09 1.2.1.II.10 1.2.1.II.13 CG01 CT02 | 0.08 | 2 | Y | Y | Theoretical-practical test of the contents worked on. A test that can be made up in the extraordinary exam. | |
| Study and Exam Preparation [OFF-SITE] | Self-study | 1.2.1.II.03 1.2.1.II.04 1.2.1.II.05 1.2.1.II.06 1.2.1.II.07 1.2.1.II.08 1.2.1.II.09 1.2.1.II.10 1.2.1.II.13 CG01 CT02 | 1.8 | 45 | Y | N | Preparation and study of the contents related to this subject. | |
| 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).
8. Evaluation criteria and Grading System
| Evaluation System | Continuous assessment | Non-continuous evaluation * | Description |
| Final test | 25.00% | 25.00% | Final test on the contents developed in the subject associated to the competences related to Didactics of Natural Environment. |
| Final test | 25.00% | 25.00% | Final test on the contents developed in the subject associated to the competences related to Cultural and Social Didactics. |
| Projects | 50.00% | 50.00% | Practical activities and/or works. Progress tests through practical activities, samples taken in the classroom, and/or questionnaires are also considered. It will be detailed during the development of the subject. |
| Total: | 100.00% | 100.00% |
According to art. 4 of the UCLM Student Evaluation Regulations, it must be provided to students who cannot regularly attend face-to-face training activities the passing of the subject, having the right (art. 12.2) to be globally graded, in 2 annual calls per subject , an ordinary and an extraordinary one (evaluating 100% of the competences).
Evaluation criteria for the final exam:
-
Continuous assessment:The students must reach the learning outcomes of the subject.
To pass the subject, it is necessary to obtain at least 4 points out of 10 in the final written tests of Didactics of Social Science and Didactics of Natural Sciences. Nevertheless, the subject only will be passed if the weighted average of the assessment activities is equal or greater than 5 points out of 10.
The assessment will be about any aspect addressed in class, even if it does not appear in the materials in the Moodle platform. The materials available in the Moodle platform are a guide to address the different contents in the classroom, but they are not the entire contents of the subject. It is a presential subject.
Students that do not assist to class regularly should do the same assessment activities that those students that frequently attend the course. The assessment activities are recoverable.
Oral and written expression will be considered for the assessment, according to the general competence 6 of the Degree: ¿Written and oral expression and the domain of different forms of expression¿.
Plagiarism is academic fraud, and if it detected, actions will be taken accordingly. -
Non-continuous evaluation:The students must reach the learning outcomes of the subject.
To pass the subject, it is necessary to obtain at least 4 points out of 10 in the final written tests of Didactics of Social Science and Didactics of Natural Sciences. Nevertheless, the subject only will be passed if the weighted average of the assessment activities is equal or greater than 5 points out of 10.
The assessment will be about any aspect addressed in class, even if it does not appear in the materials in the Moodle platform. The materials available in the Moodle platform are a guide to address the different contents in the classroom, but they are not the entire contents of the subject. It is a presential subject.
Students that do not assist to class regularly should do the same assessment activities that those students that frequently attend the course. The assessment activities are recoverable.
Oral and written expression will be considered for the assessment, according to the general competence 6 of the Degree: ¿Written and oral expression and the domain of different forms of expression¿.
Plagiarism is academic fraud, and if it detected, actions will be taken accordingly.
Specifications for the resit/retake exam:
The requirements are the same asfor the ordinary convocatory, with the exception of those elements with particular monitoring in the classroom.
Specifications for the second resit / retake exam:
Those indicated by the corresponding academic regulation.
9. Assignments, course calendar and important dates
| Not related to the syllabus/contents | |
|---|---|
| Hours | hours |
| Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 45 |
| Final test [PRESENCIAL][Assessment tests] | 2 |
| Study and Exam Preparation [AUTÓNOMA][Self-study] | 45 |
| Unit 1 (de 5): Introduction of the didactics of social sciences. Concept and epistemological field of social sciences. | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 10 |
| Unit 2 (de 5): Social Sciences in the curriculum of Primary Education. | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 9 |
| Unit 3 (de 5): Teaching social sciences in Primary education: Methods, models, activities, and teaching resources for the teaching and learning. | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 10 |
| Unit 4 (de 5): Experimental Sciences in the official curriculum of Primary Education. | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 15 |
| Unit 5 (de 5): Teaching Experimental Sciences in Primary Education. | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 14 |
| Global activity | |
|---|---|
| Activities | hours |
10. Bibliography and Sources
| Author(s) | Title | Book/Journal | Citv | Publishing house | ISBN | Year | Description | Link | Catálogo biblioteca |
|---|---|---|---|---|---|---|---|---|---|
| ALONSO AREALES, S. | Didáctica de las Ciencias Sociales para Educación Primaria | Madrid | Piramide | 2010 | |||||
| Antonio Mateos Jiménez & Beatriz García Fernández | Educar en la sostenibilidad durante la formación docente: Posibilidades didácticas del complejo lagunar de Alcázar de San Juan. | Retos docentes universitarios como desafío curricular. | Mc Graw Hill, Ediciones Universitarias. | 9788448612696 | 2016 | Coord. Javier Rodríguez Torres. Páginas 429-444. | |||
| António Almeida, Beatriz García Fernández & Orlando Strecht-Ribeiro | Children's knowledge and contact with native fauna: a comparative study between Portugal and Spain | Journal of Biological Education | Taylor & Francis. | 2020 | António Almeida, Beatriz García Fernández & Orlando Strecht-Ribeiro (2020). Children's knowledge and contact with native fauna: a comparative study between Portugal and Spain, Journal of Biological Education, 54:1, 17-32, DOI: 10.1080/00219266.2018.1538017 | https://doi.org/10.1080/00219266.2018.1538017 | |||
| Beatriz García Fernández & Antonio Mateos Jiménez | Posibilidades del cine como recurso didáctico para la educación ambiental en Primaria. Ejemplificaciones. | Perspectivas formativas universitarias. | Editorial Tecnos, grupo ANAYA. | 978-84-309-7380-4 | 2017 | Páginas 329-339. | |||
| CALAF, R. y otros | Aprender y enseñar Geografía | Barcelona | Oikos-Tau | 1997 | |||||
| Davies, Dan | Teaching science creatively | Routledge | 978-1-138-90977-9 (p | 2017 | Colección "Learning to Teach in the Primary School Series" |
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| García Fernández, Beatriz & Fernández Cézar, Raquel | Aprendiendo a enseñar física y química. En: Mejores maestros, mejores educadores. Innovación y propuestas en Educación | Málaga | Aljibe | 978-84-9700-817-4 | 2016 | Pág. 261-283 |
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| García Fernández, Beatriz & Sánchez Vizcaíno, Jesús | Estrategias didácticas para enseñar a través del entorno. En: Mejores maestros, mejores educadores. Innovación y propuestas en Educación | Málaga | Aljibe | 978-84-9700-817-4 | 2016 | Pág. 287-314 |
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| García Fernández, Beatriz; Mateos Jiménez, Antonio; Bejarano Franco, María Teresa | Training Teachers with a Virtual Learning Community: Connecting Peers with an International Dimension. | E-ISSN 2029-0551 | 2016 | Pedagogika journal. DOI: http://dx.doi.org/10.15823/p.2016.25 | |||||
| National Research Council | Taking Science to School. Learning and Teaching Science in Grades K-8. | Washington, D.C. | The National Academies Press. | 0-309-66069-X | 2007 | ||||
| National Research Council. Michaels, S., Shouse, A.W. & Schweingruber, H.A. | Ready, Set, Science!: Putting research to work in K-8 science classrooms. | Washington, D.C. | The National Academies Press. | 0-309-10615-X | 2007 | ||||
| Pillet, F. (Coord). | Geografía de Castilla-La Mancha | Almud | 2010 | ||||||
| RODRIGUEZ DOMENECH, Mª A. | El e-learning y la automatización en el aprendizaje de la Geografía urbana. Un reto para los docentes | 2016 | |||||||
| RODRIGUEZ DOMENECH, Mª A. | La Geografía en la LOMCE ¿una ocasión perdida? | 2015 | |||||||
| Reavey, Duncan | Wanted! Outstanding teachers of science! Ten golden rules for science education. En: Mejores maestros, mejores educadores. Innovación y propuestas en Educación | Málaga | Aljibe | 978-84-9700-817-4 | 2016 | Pág. 219-234 |
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| Rodríguez Domenech, Mª A., Nieto Diezmas, E. y Sumozas, R. (Coord) | Tecnologías en educación. Hacia la calidad educativa. | Síntesis | 2016 | ||||||
| VV.AA | Guia del Patrimonio Histórico Artístico de Castilla-La Mancha | Junta de Comunidades de Castilla-La Mancha | 1993 | ||||||
| VV.AA | Atlas del paisaje de Castilla-La Mancha | Toledo | Junta de Comunidades de Castilla-La Mancha | 2010 |