The student will be in an intercultural and international context where they will develop competences to:

Transcription

1 Natural Science, Live-Science and Technology The aim of the science modules is that the students develop competences in integrating teaching and learning theory and teaching methods as a condition of a creative and engaging teaching in science themes for the pupils of classes 1-6 (5-12 years) in global perspectives. The subject-related coherence in science finds expression in an exemplary and thematic teaching. Science deals with nature, technology, vital necessities, and the human being s interplay with nature in the near and distant surroundings (local and global world). The practical/experimental and investigating work is central for the subject. The science modules are a broad approach to working methods on science and knowledge about nature, technology, vital necessities and conditions of life. Through education in the subject the student should develop competences in using didactics and knowledge of the subject in their school practice, ability to think the subject into cross-curricular themes and issues, ability to participate in team groups and use ITC in their work with the subject. The student will be in an intercultural and international context where they will develop competences to: handle intercultural and international characteristic situations in which the other could be present, stimulate an intercultural and international communication, be able to organize a classroom, a classroom corner, the school environment as a stimulating and rich playing & learning environment in an international and intercultural context and working on their own development through reflection and research in a intercultural and international context. Module 1: Experience science - the nature of science and science processes Target group: Level of the unit: Students educational studies BA Entrance requirements: none; advice is: good English Number of ECTS credits: 5 Competences to be developed: Understanding of the aspects of scientific method, and an ability to demonstrate a scientific knowledge of science in schoolwork in an intercultural and international context.

2 Used exemplary cognition and working forms in science and teaching forms which are to further a progression in the pupils learning and which are to develop their practical proficiencies, creativity, the critical eye, openness and active participation in intercultural and international situations involving natural science knowledge, expertise and to inspire them to ask questions and make examinations Knowledge about teaching the formulation of hypotheses, experimentation, systematic observations, openness, discussions, critical assessment, argumentation, practical and theoretical work in laboratories and in the field, grounds for conclusion and presentation Learning outcomes Educational activities Assessment Estimated student work time in hours Being able to apply the scientific working method in primary school Being able to analyse children s learning in science at different age levels and stages of development Being able to plan and describe concrete teaching courses within the subject didactical contents of the module Being able to think towards a model of the development of The teaching methods include seminars, lectures, group assignments, labs, outdoor excursions, field work (work field training) and literature studies The course will include both practical and theoretical studies, individually and in groups The subject will connect with the other subjects in the European Teacher Education as well as with the student s teaching practice The student's performance is assessed through various forms of written, oral and practical examinations. The student has to document their work by producing a portfolio. The portfolio should contain a collection of carefully selected materials and reflections that provide a record of professional growth in international teaching. Through their 125 h

3 understanding science Being able to planning for activities, carrying out and evaluating investigations in a global perspective Being able to make excursion and fieldwork in the local area including laboratory work Understand children s development at different age levels (educational theory) Being able to make distinctions between physical and chemical processes Basic knowledge s of materials and their properties portfolios candidates will demonstrate their skills, knowledge and understanding, and show that they have continually monitored their growth and reflected on their development as international teachers. The module ends with a presentation that has to be approved by the teacher. All students are under an obligation to attend at the presentations. The exam is both oral and practical. The student will be examined individually. The assessment is based on a theoretical, practical and educational knowledge. The student will be examined on the basis of the content of the module. Basic knowledge s

4 of forces and energy

5 Suggested reading: Harlen,Wynne: Teaching, learning & assessing science Sage Publications Ltd 2006 Ward Hellen, Roden J., Hewlett C. and Foreman J.: Teaching science in primary classroom. Paul Chapman Publishing 2005 Harlen, Wynne: Teaching and learning science for a better future. ASE Annual Conference, University of Reading, January 2009 Devereux Jane: Science for primary and early years developing subject knowledge. Sage Publications Ltd 2007 Module 2: Diversity in nature (Ecological relationships, life processes and living things) Target group: Students educational studies Level of the unit: BA Entrance requirements: none; advised is: good English Number of ECTS credits: 5 Competences to be developed: Knowledge in fundamental ecology and biodiversity, including evolution, in global perspectives. Skills in explaining and visualizing this scientific content to international primary school pupils. Ability to link theories concerning science education with teaching practice. Knowledge about finding out the pupils ideas and skills by questioning, observing, etc. in an intercultural and international context and deciding appropriate action based on the pupils existing ideas and skills. Ability to collecting evidence (first hand and from secondary sources) about the world around Learning outcomes. Educational activities Assessment Estimated student work time in hours Being able to identify and Parts of the course are based on the students' The student's performance is 125 h

6 systematically organize a wide variety of species. Being able to teach the fundamentals in ecology, with special focus on water in global perspectives. supervised practical exercises, individually and in groups. In addition to this, the teaching methods include seminars, lectures, group assignments, labs, outdoor excursions, field work (work field training) and literature studies. assessed through various forms of written, oral and practical examinations. The student has to document their work by producing a portfolio. Know how to explain the need for biodiversity on the three levels; genetical, species related and ecosystem level in global perspectives. See the connection between human beings and nature in the near and outside world including biological evolution and natural selection. Independently and in collaboration with other be able to plan, conduct, evaluate and develop teaching in international settings. Didactical theory learned in the course is linked together with practice during the work field training. Similarly problems that arise during the work field training are discussed in the didactical theory. The students are offered a chance to practice what they have learned. They will also learn how to document and evaluate teaching situations, partake in local guiding documents and based on their observations problemise the pedagogical practice. The portfolio should contain a collection of carefully selected materials and reflections that provide a record of professional growth in international teaching. Through their portfolios candidates will demonstrate their skills, knowledge and understanding, and show that they have continually monitored their growth and reflected on their development as international teachers. The module ends with a presentation that has to be

7 Utilise skills regarding presentation- and communication techniques demonstrate further development of a scientific approach To knowledge and information through understanding how to search, critically assess, value and gather information, and be able to transmit this knowledge unto others approved by the teacher. All students are under an obligation to attend at the presentations. The exam is both oral and practical. The student will be examined individually. The assessment is based on a theoretical, practical and educational knowledge. The student will be examined on the basis of the content of the module. Suggested reading: Harlen, Wynne: Teaching, learning & assessing science Sage Publications Ltd 2006 Ward Hellen, Roden J., Hewlett C. and Foreman J.: Teaching science in primary classroom. Paul Chapman Publishing 2005 Harlen, Wynne: Teaching and learning science for a better future. ASE Annual Conference, University of Reading, January 2009 Devereux Jane: Science for primary and early years developing subject knowledge. Sage Publications Ltd 2007

8 Module 3: Human Body and life science in intercultural and international perspectives Target group: Level of the unit: Entrance requirements: Students educational studies BA none; advice is: good English Number of ECTS credits: 5 Competences to be developed: Knowledge and understanding of science to explain and interpret phenomena related to their personal health Analyse global health issues from a physiological and nutritional knowledge Knowledge about the human body, anatomy, physiology Knowledge on health, growth and reproduction of humans Knowledge on our needs to look after ourselves to stay healthy To consider ways in which science is relevant to personal health and to relate science to aspects of everyday life (food, exercise, medicines), and to recognise and control hazards and risks to humans Insight into local and global standards for health (WHO) Learning outcomes Educational activities Assessment Estimated student work time in hours Knowledge and understanding of science to explain and interpret phenomena related to their personal health In groups collate living system and aspect of health Practical work and exercises, individually and in groups The student's performance is assessed through various forms of written, oral and practical examinations. 125 h To consider ways in The student has to

9 which science is relevant to personal health and to relate science to aspects of everyday life (food, exercise, medicines), and to recognise and control hazards and risks to humans in an global perspectives To make and record observations and simple comparisons and to present information in charts and tables through experimental and investigative activities Planning, organization, implementation and evaluation of a science teaching, which contains considerations on progression and which considers each individual pupil s cognitive, affective and social background of science learning The teaching methods include seminars, lectures, group assignments, labs, outdoor excursions, field work (work field training) and literature studies The course will include both practical and theoretical studies The subject will connect with the other subjects in the European Teacher Education as well as with the student s teaching practice document their work by producing a portfolio. The portfolio should contain a collection of carefully selected materials and reflections that provide a record of professional growth in international teaching. Through their portfolios candidates will demonstrate their skills, knowledge and understanding, and show that they have continually monitored their growth and reflected on their development as international teachers. The module ends with a presentation that has to be approved by the teacher. All students are under an obligation to attend at the presentations.

10 knowledge on how everyday concepts and everyday language in an appropriate way can be developed into subject-related concepts with a subject language belonging to it a setting up of subject-related objectives of pupils learning containing a subject-related progression with the subject of science as a starting point different evaluation forms aimed at both the individual pupil and the whole class so that evaluation is to be a naturally integrated part of the teaching Being able to teach in the systems of the human body including the circulatory, respiratory, muscular, skeletal, nervous and digestive systems. Being able to teach The exam is both oral and practical. The student will be examined individually. The assessment is based on a theoretical, practical and educational knowledge. The student will be examined on the basis of the content of the module. Give examples of how systems of the human body work together Identify and describe factors necessary to maintain a healthy body Evaluate information related to body image and health from media sources for science content and bias. Explain how human health may be affected by lifestyle choices and naturaland human-caused environmental

11 the human health in relation to life styles and the conditions and quality of life in an global perspectives factors Being able to identify the major components of the digestive system, and describe its role in the human body Being able to teach about the health of the body including the importance of a balanced nutritious diet, exercise, and their dangers of smoking, alcohol and drugs. Being able to plan and carry out teaching on the basis of the broad health concept of WHO Knowledge about Global, social and sociological aspects concerning the healthy and the good life as well as

12 ethical questions and considerations Suggested reading: Harlen Wynne: Teaching, learning & assessing science Sage Publications Ltd 2006 Ward Hellen, Roden J., Hewlett C. and Foreman J.: Teaching science in primary classroom. Paul Chapman Publishing 2005 Devereux Jane: Science for primary and early years developing subject knowledge. Sage Publications Ltd 2007 Siegfried Donna Rae: Anatomy & Physiology for dummies. Wiley Publishing, Inc CD-ROM Our Bodies, books, leaflets and magazines. Module 4: Flow of matter and energy in ecosystems and chemistry Target group: Level of the unit: Entrance requirements: Students educational studies BA none; advice is: good English Number of ECTS credits: 5 Competences to be developed: knowledge of theories and working methods in chemistry knowledge about properties of water as a substances. awareness/understanding how laboratory activities, experiments and models can be used to give students an understanding of chemistry knowledge about how to plan, carry out and assess experiments knowledge how to make health, environment and safety assessments in connection with laboratory work

13 Learning outcomes Educational activities Assessment Estimated student work time in hours

14 knowledge about characteristics of elements and compounds using the periodic table Being able to explain the structure of substances, and how substances may be transformed by using the concepts of atoms and molecules Being able to examine the chemical properties of some common everyday substances Being able to describe central characteristics of gases, liquids, solids and phase transitions using water and the particle model Knowledge about flow of matter and be able to give examples of lifecycle in nature Being able to plan and carry out experiments with Practical work and exercises, individually and in groups The teaching methods include seminars, lectures, group assignments, labs, outdoor excursions, field work (work field training) and literature studies The course will include both practical and theoretical studies The subject will connect with the other subjects in the European Teacher Education as well as with the student s teaching practice The student's performance is assessed through various forms of written, oral and practical examinations. The student has to document their work by producing a portfolio. The portfolio should contain a collection of carefully selected materials and reflections that provide a record of professional growth in international teaching. Through their portfolios candidates will demonstrate their skills, knowledge and understanding, and show that they have continually monitored their growth and reflected on their development as international teachers. The module ends with a presentation that has to be approved by the teacher. All students are under an obligation to attend 125 h

15 Suggested reading: Harlen Wynne: Teaching, learning & assessing science Sage Publications Ltd 2006 Ward Hellen, Roden J., Hewlett C. and Foreman J.: Teaching science in primary classroom. Paul Chapman Publishing 2005 Devereux Jane: Science for primary and early years developing subject knowledge. Sage Publications Ltd 2007 CD-ROM Our Bodies, books, leaflets and magazines. Module 5: Technology and physic Target group: Level of the unit: Entrance requirements: Students educational studies BA none; advice is: good English Number of ECTS credits: 5 Competences to be developed: Knowledge and understanding of technology and design focuses on planning, developing and making products that are useful in our day-to-day lives Knowledge about the interaction between natural science and technology as a key part of this main subject area Knowledge about that natural science principles constitute the basis for understanding technological activities Knowledge about learning to research materials and physical phenomena, including light, sound, electricity, power, magnetism, and temperature Knowledge about products from their own environment to find connections between form, material use, and the way things work Learn to design, realise and evaluate solutions for technical problems

16 Learning outcomes Educational activities Assessment Estimated student work time in hours Knowledge and understanding of technology and design focuses on planning, developing and making products that are useful in our day-to-day lives Knowledge about the interaction between natural science and technology as a key part of this main subject area Knowledge about that natural science principles constitute the basis for understanding technological activities Knowledge about learning to research materials and physical phenomena, including light, sound, electricity, power, magnetism, Practical work and exercises, individually and in groups The teaching methods include seminars, lectures, group assignments, labs, outdoor excursions, field work (work field training) and literature studies The course will include both practical and theoretical studies The subject will connect with the other subjects in the European Teacher Education as well as with the student s teaching practice The student's performance is assessed through various forms of written, oral and practical examinations. The student has to document their work by producing a portfolio. The portfolio should contain a collection of carefully selected materials and reflections that provide a record of professional growth in international teaching. Through their portfolios candidates will demonstrate their skills, knowledge and understanding, and show that they have continually monitored their growth and reflected on their development as international 125 h

17 and temperature teachers. Knowledge about products from their own environment to find connections between form, material use, and the way things work The module ends with a presentation that has to be approved by the teacher. All students are under an obligation to attend at the presentations. Learn to design, realise and evaluate solutions for technical problems Understanding pupils movement from using simple drawings, diagrams and charts to represent and communicate scientific information to using more conventional diagrams and graphs The exam is both oral and practical. The student will be examined individually. The assessment is based on a theoretical, practical and educational knowledge. The student will be examined on the basis of the content of the module. Being able to give examples of the use of technology and energy consumption in everyday life and in society

18 Suggested reading: Harlen Wynne: Teaching, learning & assessing science Sage Publications Ltd 2006 Ward Hellen, Roden J., Hewlett C. and Foreman J.: Teaching science in primary classroom. Paul Chapman Publishing 2005 Devereux Jane: Science for primary and early years developing subject knowledge. Sage Publications Ltd 2007 Rotschild Lynn J. et al.: Evolution on Planet Earth. Academic Press Lunine Jonathan I.: Earth Evolution of a habitable world. Cambridge University Press Module 6: The Universe and the Origin life Target group: Level of the unit: Entrance requirements: Students educational studies BA none; advice is: good English Number of ECTS credits: 5 Competences to be developed: Knowledge about our own solar system, the location of the earth and outer space Knowledge and understanding of science to explain and interpret phenomena related to the Universe and the Origin life Knowledge about biological evolution and natural selection Knowledge about the basic stories and paradigms of science including models of the development of the universe, the Theory of Evolution and plate tectonics Knowledge about the theories about the universe, the earth and the development of life including theories of the pictures of the world Learning Educational activities Assessment Estimated

19 outcomes student work time in hours Knowledge about our own solar system, the location of the earth and outer space Knowledge and understanding of science to explain and interpret phenomena related to the Universe and the Origin life Knowledge about biological evolution and natural selection Knowledge about the basic stories and paradigms of science including models of the development of the universe, the Theory of Evolution and plate tectonics Knowledge about the theories about the universe, the earth and the development of life including theories Practical work and exercises, individually and in groups The teaching methods include seminars, lectures, group assignments, labs, outdoor excursions, field work (work field training) and literature studies The course will include both practical and theoretical studies The subject will connect with the other subjects in the European Teacher Education as well as with the student s teaching practice The student's performance is assessed through various forms of written, oral and practical examinations. The student has to document their work by producing a portfolio. The portfolio should contain a collection of carefully selected materials and reflections that provide a record of professional growth in international teaching. Through their portfolios candidates will demonstrate their skills, knowledge and understanding, and show that they have continually monitored their growth and reflected on their development as international 125 h

20 of the pictures of the world teachers. Understanding pupils movement from describing events and phenomena to explaining events and phenomena understanding pupils movement from explaining phenomena in terms of their own ideas to explaining phenomena in terms of accepted ideas or models The module ends with a presentation that has to be approved by the teacher. All students are under an obligation to attend at the presentations. The exam is both oral and practical. The student will be examined individually. The assessment is based on a theoretical, practical and educational knowledge. The student will be examined on the basis of the content of the module. Give examples of how our own solar system, the location of the earth and

21 Understanding pupils movement from participating in practical science activities to building increasingly abstract models of real situations outer space work together Explain the models of the development of the universe, the Theory of Evolution and plate tectonics Planning, organization, implementation and evaluation of a science teaching, which contains considerations on progression and which considers each individual pupil s cognitive, affective and social background of science learning Being able to analyse the interaction between nature and human beings in local and global surroundings based on sustainable development Suggested reading: Harlen Wynne: Teaching, learning & assessing science Sage Publications Ltd 2006

22 Ward Hellen, Roden J., Hewlett C. and Foreman J.: Teaching science in primary classroom. Paul Chapman Publishing 2005 Devereux Jane: Science for primary and early years developing subject knowledge. Sage Publications Ltd 2007 Rotschild Lynn J. et al.: Evolution on Planet Earth. Academic Press Lunine Jonathan I.: Earth Evolution of a habitable world. Cambridge University Press