DIDACTIC ON NATURAL SCIENCES

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DIDACTIC ON NATURAL SCIENCES
Dra. Miriam López Universidad Católica de
Valencia San Vicente Mártir
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• 1. Introduction to Natural Sciencies Didactic (10
  min.)
• 2. Little Group Activity (30 min.)
• 3. Exposition (20 min.)

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ACTUAL CHALLENGE AFFECTING THE SCIENTIFIC
EDUCATION
Living in a global and complex world
Characterize by
needed
Social inequality Ecological instability
Changes in the way of thinking, understanding,
feeling and acting
mean
Education
A CHALLENGE
affect
Others
Carry building
Scientific education
A new ethics
A new style of thinking
A new way of acting
Involve to change
What, how and when teaching What, how and when
evaluating
affect
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A PROPOSAL TO BUILD A NEW FUTURE

• Equity
• Biodependence
• Autoorganization

New ethics
New way of thinking
New transformer action
-Systemic vision -Complementarity -Multicausality
-Autoorganization
-Individual level -Colective level
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PARTICIPATING AGENTS PUTING NEW ENERGY INTO THE
SCHOOL ATMOSPHERE

• PUPILS
• Motivated
• All cycles
• All courses

TEACHERS -Personal interest -Link to the
different cycles
FAMILIES -Personal interest -Link to the
different cycles
NEW ENERGY INTO THE SCHOOL ATMOSPHERE CORE
OTHERS -External representatives
MANAGERIAL TEAM -Representative -Some coordinator
OTHER WORKERS -Personal interest
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PRIMARY SCHOOL
Process of integration of (nor adding) Social
Sciences and Natural Sciences
KNOWLEDGE OF THE PHYSIC AND SOCIAL ENVIRONMENT
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(No Transcript)
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SCIENCES MODELS
DEDUCTIVE MODEL
INDUCTIVE MODEL
Scientific knowledge from the observation and
experimentation
Transmition of elaborated knowledge
Consider activities and experiences and
introduction of a new vocabulary for the student
discovers the Science mean concepts
Science whole of reproduce truths into the books
that must be explained and memorized
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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.
To bring up significative questions
Their contrast
Activities which let to solve and bring up new
questions
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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.
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SCIENTIFIC EDUCATION
Based on
To acquire
Critic and reasoned judgment
To make oneself questions
Solidarity autonomy needed
Recognition of the own limitations
for
Acting into the world
Understanding the world
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TO LEARN
DOING
SPEAKING
THINKING
Specific cognitive and proceeding development of
the SCIENTIFIC THOUGHT
1. To formulate ideas
5. To explain and argue
2. Tp reflect on them
6. To connect the studied fact with others
3. To establish them
4. To prove them
7. To find the precise and quantifiable data
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SCIENTIFIC THOUGHT
Born from
Needs of
For
CURIOSITY
IMAGINATION
CREATIVITY
PERSEVERANCE
RIGOR
To connect the results and these with the ideas
To define problems
To design experimental strategies
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DIDACTIC GUIDE
DIDACTIC 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
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METHODOLOGY STRATEGIES

• Time distribution
• Space distribution
• Interrelation of contents
• Agrupation
• Comunication (didactics, dialectic, heuristics)
• Human and material resources
• Activities

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INITIAL ACTIVITIES
INITIATION-MOTIVATION
TO STATE THE PREVIOUS KNOWLEDGES
CONTRAST
ACTIVIDADES DE EVALUACIÓN
RESTRUCTURING
DEVELOPMENT
APLICATION THE NEW IDEAS
CONSOLIDATION THE LEARNINGS
REVIEW
SUPPORT
APLICATION
EXTENSION
APLICATION
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ACTIVITY

• MIXED GROUPS (universities, studies, countries)
• DECISIONS
• DEPARTURE
• THEME
• CONCEPTS
• PROCESS
• ATTITUDES
• ACTIVITIES

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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).