Universitat Internacional de Catalunya
Curriculum Development for Teaching Biology/Geology
Other languages of instruction: English, Spanish,
Teaching staff
By e-mail: jamartinez@uic.es
Introduction
Curriculum development introduce the current educational legislation and the different elements of the curriculum in order to develop teaching practice in the contexts of ESO, baccalaureate and professional training.
The main objective of the subject is to qualify future teachers to design and develop the science curriculum, to materialize it in the didactic programming of the different subjects.
Pre-course requirements
No pre-course requirements are necessary.
Competences/Learning outcomes of the degree programme
- CE06 - Apply resources and information strategies, tutoring and academic and professional orientation; promoting actions of emotional education and education in values
- CE07 - Relate education with the social environment, understanding the educational function of the family and the community, both in the acquisition of skills and learning and in education in respect of rights and freedoms, in equal rights and opportunities between men and women. women and equal treatment and non-discrimination of people with disabilities
- CE09 - Identify the constitutive elements of human nature and the centrality of the person to understand and carry out a comprehensive education
- CE10 - Determine the educational and cultural value of language and literature, its history and development in order to transmit a deep vision of them
- CE12 - Identify the curricular contents of the subjects related to the corresponding teaching specialization, as well as the body of didactic knowledge around the respective teaching and learning processes
- CE13 - Specify the curriculum to be implemented in a teaching center by participating in its collective planning; develop and apply both group and personalized didactic methodologies, adapted to the diversity of students
- CG01 - Formulate reflective and critical, responsible, ethical and respectful judgments about the various protagonists of the educational process (family, school and society)
- CG03 - Integrate and collaborate actively in the achievement of common objectives with other people, areas and organizations
- CG04 - Present ideas orally and in writing, adapting to different communication styles and types of activities
- CG05 - Organize and plan different types of activities, events and situations
- CG07 - Express themselves in public and make presentations with digital support adapted to the different interest groups of the school context
- CT01 - Critically analyze personal work and use the appropriate resources and strategies for professional improvement
- CT02 - Work in a team and develop attitudes of participation and collaboration as an active member of society
- CT04 - Develop the ability to assess inequalities based on sex and gender, to design mechanisms to achieve real equality, avoiding partial and discriminatory interpretations
- CT06 - Promote inclusive situations and environments for Sustainable Development, creating effective, responsible and inclusive contexts at all levels
Learning outcomes of the subject
- Organize and systematize the curricular contents.
- Develop principles and techniques that allow planning, developing and evaluating the teaching and learning process.
- Attend to special educational needs by applying teaching proposals and methodologies adapted to the diversity of students.
- Incorporates and integrates new strategies, teaching materials and technologies into classroom activities in the teaching-learning process.
- Applies evaluation strategies and techniques as instruments of regulation and learning.
- Analyzes and evaluates models, educational programs and methodologies for teaching biology/geology.
- Program classroom activities to promote the development of scientific skills.
- Design innovative teaching proposals in the scientific field.
- Use non-sexist resources and alternatives to stimulate thought, as well as to organize classrooms and other work and coexistence spaces.
- Promotes equal rights and opportunities for male and female students.
Syllabus
Unit 1. Scientific knowledge, school science and science teaching in Secondary Education and in Baccalaureate.
Unit 2. Scientific competence and professional competence in the teaching of Biology and Geology.
Unit 3. Biology and Geology curriculum in Secondary Education.
Unit 4. Biology and Geology curriculum in Baccalaureate.
Unit 5. Transversal competencies, learning situations and Individualized Support Plan
Teaching and learning activities
Online
Methodology
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Master class |
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Practical class |
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Exercises and questions resolution |
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Project-based learning |
Teaching and learning activities
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On-line master class |
24 hours |
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On-line practical class |
4 hours |
| On-line forum and discussion | 1 hour |
| Study and individual assignment | 63 hours |
| Team work | 6 hours |
| On-line tutoring | 2 hours |
| Total | 100 hours |
You must be attend at the 80% of the sessions.
Evaluation systems and criteria
Online
The qualification have two main parts:
- CONTINUOUS ASSESSMENT: different training activities carried out throughout the semester. It is the other 50% of the final grade of the subject: on-line mentoring, Educational intervention proposal, participation, etc.
- FINAL EVALUATION: multiple choice exam and open questions exam. It is the 50% of the final grade of the subject. An average grade equal to or greater than 5.00 must be obtained: test (20%) and open question exam (30%).
Bibliography and resources
Cañal. (2011). Didáctica de la biología y la geología. Ministerio de Educación, Cultura y Deporte de España. Barcelona: Editorial Graó.
Cañal. (2011). Biología y geología 2. Complementos de formación disciplinar. Ministerio de Educación, Cultura y Deporte de España. Barcelona: Editorial Graó.
Couso, D; Jiménez-Liso, R (coord.); et al. (2020) Enseñando ciencia con ciencia. Madrid: Fundación Lilly; FECYT. Disponible online en: https://ddd.uab.cat/record/220343
Domènech, Jordi (2019). Aprenentatge basat en projectes, treballs pràctics i controvèrsies. 28 propostes i reflexions per ensenyar Ciències. Premi Marta Mata de Pedagogia 2018. Rosa Sensat.
Fernández, J. (2021) Educar en la Complejidad. Barcelona: Plataforma Actual
Furman, Melina (2022) Enseñar Distinto. Clave Intelectual.
Morales, M. y Fernández, J. (2022) La evaluación formativa. Madrid: Biblioteca de Innovación Educativa SM.
Ruiz-Martín, H. (2021) Cómo aprendemos. Barcelona: Graó
Sanmartí, N. (2002) Didàctica de las ciencias en la educación secundaria obligatoria. Barcelona: Síntesis Educación.
Sanmartí, N. (2010) Diez ideas sobre evaluación. Barcelona: Graó
STATE AND REGIONAL REGULATIONS ON EDUCATIONAL MATTERS
Decret 150/2017, de 17 d'octubre, de l'atenció educativa a l'alumnat en el marc d'un sistema educatiu inclusiu.
Decret 171/2022, de 20 de setembre, d'ordenació dels ensenyaments de batxillerat.
Ley Orgánica 3/2022, de 31 de marzo, de ordenación e integración de la Formación Profesional.
Llei orgànica 3/2020, de 29 de desembre, per la qual es modifica la Llei orgànica 2/2006, de 3 de maig, d’educació.
Ordre EDU/186/2021, de 23 de setembre, de modificació de diversos decrets i ordres pels quals s'estableix el currículum dels cicles formatius de formació professional inicial.
Real Decreto 217/2022, de 29 de marzo, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Secundaria Obligatoria.
Real Decreto 243/2022, de 5 de abril, por el que se establecen la ordenación y las enseñanzas mínimas del Bachillerato.
Real Decreto-ley 31/2020, de 29 de septiembre, por el que se adoptan medidas urgentes en el ámbito de la educación no universitaria.