Natural Science, Live-Science and Technology · 2015. 4. 27. · Natural Science, Live-Science and...

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: Students educational studies

Level of the unit: 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.

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

understanding

science

Being able to

planning for

activities, carrying

out and evaluating

investigations in a

global perspective

Being able to make

excursion and field-

work 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

Basic knowledge’s

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.

of forces and

energy

Suggested reading:

Harlen,Wynne: Teaching, learning & assessing science 5-12. 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)



Entrance requirements: none; advised is: good English



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

systematically

organize a wide

variety of species.

Being able to teach

the fundamentals

in ecology, with

special focus on

water in global

perspectives.

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.

supervised practical

exercises, individually

and in groups. In

addition to this, the

teaching methods

include seminars,

lectures, group

assignments, labs,

outdoor excursions,


training) and

literature studies.

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.

assessed through

various forms of

written, oral and

practical

examinations.

The student has to

document their

work by producing a

portfolio.




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

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


are under an


at the

presentations.

The exam is both

oral and practical.

The student will be

examined

individually.

The assessment is

based on a


and educational

knowledge.

The student will be

examined on the


of the module.

Suggested reading:

Harlen, Wynne: Teaching, learning & assessing science 5-12. Sage Publications Ltd 2006


Publishing 2005

Harlen, Wynne: Teaching and learning science for a better future. ASE Annual Conference, University of

Reading, January 2009


2007

Module 3: Human Body and life science in intercultural and international perspectives






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


student work

time in hours

Knowledge and

understanding of

science to explain

and interpret

phenomena related

to their personal

health

To consider ways in

In groups collate living

system and aspect of

health

Practical work and


and in groups

The student's

performance is

assessed through

various forms of

written, oral and

practical

examinations.

The student has to

125 h

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


include seminars,

lectures, group

assignments, labs,

outdoor excursions,



studies


both practical and

theoretical studies

The subject will


subjects in the

European Teacher



teaching practice

document their

work by producing a

portfolio.




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


are under an


at the

presentations.

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


and educational

knowledge.

The student will be

examined on the


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 natural-

and human-caused

environmental

the human health

in relation to life

styles and the

conditions and

quality of life in an

global perspectives

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

factors

ethical questions

and

considerations

Suggested reading:

Harlen Wynne: Teaching, learning & assessing science 5-12. Sage Publications Ltd 2006


Publishing 2005


2007

Siegfried Donna Rae: Anatomy & Physiology for dummies. Wiley Publishing, Inc. 2002.

CD-ROM ‘Our Bodies’, books, leaflets and magazines.

Module 4: Flow of matter and energy in ecosystems and chemistry






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

Learning outcomes


student work

time in hours

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

detection reactions

Practical work and


and in groups


include seminars,

lectures, group

assignments, labs,

outdoor excursions,



studies


both practical and

theoretical studies

The subject will


subjects in the

European Teacher



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.




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


are under an


at the

125 h

Suggested reading:



Publishing 2005


2007

CD-ROM ‘Our Bodies’, books, leaflets and magazines.

Module 5: Technology and physic






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

Learning

outcomes


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


and in groups


include seminars,

lectures, group

assignments, labs,

outdoor excursions,



studies


both practical and

theoretical studies

The subject will


subjects in the

European Teacher



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.




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

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

Understanding

pupils’ movement

from using simple

drawings, diagrams

and charts to

represent and

communicate

scientific

information to

using more

conventional

diagrams and

graphs

Being able to give

examples of the

use of technology

and energy

consumption in

everyday life and in

society

teachers.

The module ends

with a presentation

that has to be

approved by the


are under an


at the

presentations.

The exam is both

oral and practical.

The student will be

examined

individually.

The assessment is

based on a


and educational

knowledge.

The student will be

examined on the


of the module.

Suggested reading:



Publishing 2005


2007

Rotschild Lynn J. et al.: Evolution on Planet Earth. Academic Press. 2003

Lunine Jonathan I.: Earth – Evolution of a habitable world. Cambridge University Press. 2007.

Module 6: The Universe and the Origin life






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

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


and in groups


include seminars,

lectures, group

assignments, labs,

outdoor excursions,



studies


both practical and

theoretical studies

The subject will


subjects in the

European Teacher



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.




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

of the pictures of

the world

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

teachers.

The module ends

with a presentation

that has to be

approved by the


are under an


at the

presentations.

The exam is both

oral and practical.

The student will be

examined

individually.

The assessment is

based on a


and educational

knowledge.

The student will be

examined on the


of the module.

Give examples of

how our own solar

system, the location

of the earth and

Understanding

pupils’ movement

from participating

in practical science

activities to

building

increasingly

abstract models of

real situations

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

outer space work

together

Explain the models

of the development

of the universe, the

Theory of Evolution

and plate tectonics

Suggested reading:



Publishing 2005


2007

Rotschild Lynn J. et al.: Evolution on Planet Earth. Academic Press. 2003

Lunine Jonathan I.: Earth – Evolution of a habitable world. Cambridge University Press. 2007.

Natural Science, Live-Science and Technology · 2015. 4. 27. · Natural Science, Live-Science and...

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