DIDACTIC ON NATURAL SCIENCES

Dra. Miriam López

Universidad Católica de Valencia San Vicente Mártir

• 1. Introduction to Natural Sciencies Didactic (10 min.)

• 2. Little Group Activity (30 min.)

• 3. Exposition (20 min.)

ACTUAL CHALLENGE AFFECTING THE SCIENTIFIC EDUCATION

Social inequality

Ecological instability

Changes in the way of thinking, understanding,

feeling and acting

A CHALLENGE

Living in a global and complex world

Characterize by needed

mean

Educationaffect

Scientific education

Others

Involve to change

What, how and when teaching

What, how and when evaluating

A new ethics

A new style of thinking

A new way of acting

Carry building

affect

A PROPOSAL TO BUILD A NEW FUTURE

-Equity

-Biodependence

-Autoorganization

New ethics

New transformer

action

New way of thinking

-Systemic vision

-Complementarity

-Multicausality

-Autoorganization-Individual level

-Colective level

PARTICIPATING AGENTS PUTING NEW ENERGY INTO THE SCHOOL ATMOSPHERE

NEW ENERGY INTO THE SCHOOL

ATMOSPHERE CORE

TEACHERS

-Personal interest

-Link to the different cycles

PUPILS

-Motivated

-All cycles

-All courses

FAMILIES

-Personal interest

-Link to the different cycles

OTHERS

-External representatives

MANAGERIAL TEAM

-Representative

-Some coordinator

OTHER WORKERS

-Personal interest

PRIMARY SCHOOL

KNOWLEDGE OF THE PHYSIC AND SOCIAL ENVIRONMENT

Process of integration of (nor adding) Social Sciences and

Natural Sciences

Diversity of the learning own pace

Linguistics diversity

New situations make the social, cultural

and economic deprivation clearConsumer,

hedonist,nihilist

attitudes and behaviours

Problems in the personalAnd familiar estructuration

Cultural diversity

GROUP CLASS

SCIENCES MODELS

DEDUCTIVE MODEL

INDUCTIVE MODEL

Transmition of elaborated knowledge

Scientific knowledge from the observation and experimentation

Science: whole of reproduce truths into the books that must be explained and memorized

Consider activities and experiences and introduction of a new vocabulary for the student discovers the Science mean concepts

NEW MODEL OF SCIENTIFIC EDUCATION

Impel the evolution and construction of the own students new ideas

Science: long and complex process of construction of theories and explicative models compared to the natural phenomenon; in which the experience and words have an important role.

Activities which let promote

The expresion of the own ideas about the studied object.

Their contrast To bring up significative questions

Activities which let to solve and bring up new questions

In a free and democratic society to acquire scientific knowledge has an own value. As the Science is a cultural form and a social use, it also may be for the

students a source of pleasure and intelectual adventures.

A lot of events are based in dates and interpretations that use scientific concepts, justifying and promoting performances and changes in the individual and colective behaviours.

If the PERSONAL AUTONOMY is an essential element for exercise the caring freedom

Having scientific knowledge increase these grade of freedom to participate in the decitions affecting the colectivity.

To discuss its validity or suitability, or to accept the new changes they promote.

SCIENTIFIC EDUCATION

Based on

To make oneself questions

Recognition of the own limitations

Critic and reasoned judgment

To acquire

Solidarity autonomy needed

for

Understanding the world

Acting into the world

TO LEARN

THINKING DOING SPEAKING

Specific cognitive and proceeding development of the SCIENTIFIC THOUGHT

1. To formulate ideas

3. To establish them

4. To prove them

2. Tp reflect on them

7. To find the precise and quantifiable data

6. To connect the studied fact with others

5. To explain and argue

SCIENTIFIC THOUGHT

Born from

CURIOSITY

Needs of

CREATIVITY IMAGINATION

RIGOR PERSEVERANCE

For

To define problems

To design experimental strategies

To connect the results and these with the ideas

DIDACTIC GUIDEDIDACTIC OBJECTIVES

CAPACITIES CONTENTS FINALITIES

-Cognoscitive or intellectual

-Corporal (autonomy and balance)

-Afective

-Social or integration

-Moral or ethics

-Concepts (data, events, theories ...

-Process

-Attitude (values, attitudes, habi, rules)

EVALUATION CRITERIA

METHODOLOGY STRATEGIES

• Time distribution• Space distribution• Interrelation of contents• Agrupation • Comunication (didactics, dialectic,

heuristics)• Human and material resources• Activities

INITIAL ACTIVITIES

INITIATION-MOTIVATION

TO STATE THE PREVIOUS KNOWLEDGES

CONTRASTACTIVIDADES DE EVALUACIÓNRESTRUCTURING

DEVELOPMENT

APLICATION THE NEW IDEAS

CONSOLIDATION THE LEARNINGS

REVIEW

SUPPORT

APLICATION

EXTENSIONAPLICATION

ACTIVITY

• MIXED GROUPS (universities, studies, countries)

• DECISIONS– DEPARTURE

• THEME• CONCEPTS• PROCESS• ATTITUDES• ACTIVITIES

BIBLIOGRAPHY

• MUÑOZ, A. & MORIEGA, A. J. (1996): Técnicas Básicas de programación. Madrid: Escuela Española.

• PASCUAL MARTÍNEZ, Ángel (1995): La Unidad Didáctica en Educación Primaria. Barcelona: Brunño.

• PUJOL, Rosa Mª (2003): Didáctica de las ciencias en la Educación Primaria, Madrid: Síntesis. (Including extense bibliography agrupated in different fields about education for the XXI century, science, learning and teaching science, class-room programation and general education).