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European Teacher Education for Primary School > Detailed Curriculum by Subject > Natural Science, Live-Science and Technology 

Natural Science, Live-Science and Technology 

 

Name of the 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:     (science-specific)

  • Understanding of the aspects of scientific method, and an ability to demonstrate a scientific knowledge of science in schoolwork.
  • Knowledge about practical and theoretical work in laboratories and in the field using different theses and research questions
  • gain experience with and develop knowledge of the methods and approaches in natural science
  • 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 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, grounds for conclusion and presentation
  • Knowledge about varied learning environments such as fieldwork in nature, experiments in the laboratory and excursions to museums, science centers and business enterprises/industries will enhance the teaching in natural science and impart a sense of wonder, inquisitiveness and fascination.
  • understanding different types of natural science texts, methods and technological solutions gives a good basis for vocational training, further studies and lifelong learning, both at work and in one's leisure time

 

Learning outcomes

 

Educational activities

Assessment

Estimated

student work time in hours

being able to apply the scientific working method in primary school

In groups collate living system and aspect of health

 

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 has to document their work by producing a portfolio (“plan of contents”).

 

The student has to make a synopsis for every module from their portfolio, 3-5 pages.

 

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 students are under an obligation to participate in excursions and other practical work.

 

The exam is both oral and practical.

 

The duration of the exam is one hour per student.

 

The student will be given 48 hours of preparation time.

 

The student will be examined individually.

 

The student will be examined on the basis of the content of a module chosen by lot.

 

The assessment is based on a theoretical, practical and educational knowledge.

 

The student's performance is assessed through various forms of written, oral and practical examinations both at individual and group level

 

The student will be included to constructively evaluate their own work and each others

 

The Science aspect of this scheme will be assessed through questioning to demonstrate the understanding of the pupil’s  generally and also more formally through individual testing

125 h

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 understanding science

being able to make decisions for activities in schools (a framework for decisions)

being able to planning, carrying out and evaluating investigations

being able to make distinctions between physical and chemical processes

excursion and field-work in the local area including laboratory work

basic knowledge’s of materials and their properties

 

basic knowledge’s of forces and energy

 

children’s development at different age levels educational theory

 

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

Devereux Jane: Science for primary and early years – developing subject knowledge. Sage Publications Ltd 2007

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

ETEPS

 

 

Name of the 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:   (science-specific)

 

  • Knowledge in fundamental ecology and biodiversity, including evolution.
  • Skills in explaining and visualizing this scientific content to primary school pupils.
  • Ability to link theories concerning science education with teaching practice.
  • Reflexivity according to pupils’ different ways of learning science.

 

Learning outcomes.

Having completed the course the student is expected to:

 

Educational activities

Assessment

Estimated

student work time in hours

be able to identify and systematically organize a wide variety of species.

 

Parts of the course are based on the students' 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.

The student's performance is assessed through various forms of written, oral and practical examinations.

 

125 h

be able to teach the fundamentals in ecology, with special focus on water.

 

 

 

know how to explain the need for biodiversity on the three levels; genetical, species related and ecosystem level.

 

 

 

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

 

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.

 

 

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

 

 

 

 

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

Devereux Jane: Science for primary and early years – developing subject knowledge. Sage Publications Ltd 2007

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

 

Name of the module 3:      Human Body and life science

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: (science-specific)

  • Knowledge and understanding of science to explain and interpret phenomena related to their personal health
  • Analyse health issues from a physiological and nutritional knowledge
  • Knowledge about the human body, anatomy, physiology
  • Knowledge on health, growth and reproduction of animals including 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 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 has to document their work by producing a portfolio (“plan of contents”).

 

The student has to make a synopsis for every module from their portfolio, 3-5 pages.

 

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 students are under an obligation to participate in excursions and other practical work.

 

The exam is both oral and practical.

 

The duration of the exam is one hour per student.

 

The student will be given 48 hours of preparation time.

 

The student will be examined individually.

 

The student will be examined on the basis of the content of a module chosen by lot.

 

The assessment is based on a theoretical, practical and educational knowledge.

 

Assessment will take place both at individual and group level and informally and on a more formal basis. 

 

The student will be included to constructively evaluate their own work and each others

 

The Science aspect of this scheme will be assessed through questioning to demonstrate the understanding of the pupil’s  generally and also more formally through individual testing

The student's performance is assessed through various forms of written, oral and practical examinations

 

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 factors

125 h

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.

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

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

To be able to teach in the systems of the human body including the circulatory, respiratory, muscular, skeletal, nervous and digestive systems.

To be able to teach the human health in relation to life styles and the conditions and quality of life

To be able to identify the major components of the digestive system, and describe its role in the human body

To be 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.

Knowledge about vocabulary related to their investigations of human health

To be 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 ethical questions and considerations

 

 

 

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

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. 2002.

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

 

Name of the module 4:   Flow of matter and energy in ecosystems and chemistry

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: (science-specific)

 

  • 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

 

Educational activities

Assessment

Estimated

student work time in hours

- knowledge about characteristics of elements and compounds using the periodic table

Laboratory work, experiments, demonstrating work and classroom lectures.

Oral exam combined with practical lab work and tests.

 

125 h

- to be able to explain the structure of substances, and how substances may be transformed by using the concepts of atoms and molecules

- to be able to examine the chemical properties of some common everyday substances

- to be 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

- be able to plan and carry out experiments with detection reactions and explain what characterises these reactions. Special focus at water

- to demonstrate proficiencies in applying scientific methods and experiments by means of simple equipment in laboratory

-to be able to present examples of teaching plans and activities within the subject-related and subject-related didactical content of the module

 

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

Devereux Jane: Science for primary and early years – developing subject knowledge. Sage Publications Ltd 2007

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

 

 

Name of the module 5:      Technology and physic

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: (science-specific)

  • 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

 

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

In groups collate living system and aspect of health

 

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 has to document their work by producing a portfolio (“plan of contents”).

 

The student has to make a synopsis for every module from their portfolio, 3-5 pages.

 

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 students are under an obligation to participate in excursions and other practical work.

 

The exam is both oral and practical.

 

The duration of the exam is one hour per student.

 

The student will be given 48 hours of preparation time.

 

The student will be examined individually.

 

The student will be examined on the basis of the content of a module chosen by lot.

 

The assessment is based on a theoretical, practical and educational knowledge.

 

Assessment will take place both at individual and group level and informally and on a more formal basis. 

 

The student will be included to constructively evaluate their own work and each others

 

The Science aspect of this scheme will be assessed through questioning to demonstrate the understanding of the pupil’s  generally and also more formally through individual testing

The student's performance is assessed through various forms of written, oral and practical examinations

125 h

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

understanding pupils’ movement from using simple drawings, diagrams and charts to represent and communicate scientific information to using more conventional diagrams and graphs

to be able to give examples of the use of technology and energy consumption in everyday life and in society

 

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

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. 2003

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

 

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

 

Name of the module 6:      The Universe and the Origin life

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:  (science-specific)

  • 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 outcomes

 

Educational activities

Assessment

Estimated

student work time in hours

Knowledge about our own solar system, the location of the earth and outer space

In groups collate living system and aspect of health

 

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 has to document their work by producing a portfolio (“plan of contents”).

 

The student has to make a synopsis for every module from their portfolio, 3-5 pages.

 

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 students are under an obligation to participate in excursions and other practical work.

 

The exam is both oral and practical.

 

The duration of the exam is one hour per student.

 

The student will be given 48 hours of preparation time.

 

The student will be examined individually.

 

The student will be examined on the basis of the content of a module chosen by lot.

 

The assessment is based on a theoretical, practical and educational knowledge.

 

Assessment will take place both at individual and group level and informally and on a more formal basis. 

 

The student will be included to constructively evaluate their own work and each others

 

The Science aspect of this scheme will be assessed through questioning to demonstrate the understanding of the pupil’s  generally and also more formally through individual testing

The student's performance is assessed through various forms of written, oral and practical examinations

 

Give examples of how our own solar system, the location of the earth and outer space work together

 

Explain the models of the development of the universe, the Theory of Evolution and plate tectonics

125 h

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

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

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

a setting up of subject-related objectives of pupils’ learning containing a subject-related progression with the subject of science as a starting point

to be 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 5-12. 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. 2003

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

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

 

 

 
 

 

 
 

 

ETEPS