Didactics of Science and Biology in Primary School part 1 1400-014DPiBwSP1
The exercises prepare students for the profession of teaching biology and science in primary school. The course aims to develop methodological skills and to plan the didactic process in teaching and learning biology and science. The exercises include practice in conducting classes (expository, activating, practical, and problem-based methods), evaluation techniques (didactic measurement), and the development of problem-solving skills.
Students carry out didactic tasks that enable lesson, unit, and curriculum design, as well as simulation and testing of various methods, techniques, forms of work, and teaching aids.
The scope of the exercises covers the following topics:
Legal foundations of the education system in Poland; key competences according to the EU.
Analysis of the core curriculum – educational objectives and teaching content.
The function of lesson objectives and the role of success criteria.
Structure and phases of a lesson.
Operationalization – lesson design, selection of methods, forms of work, and teaching aids; lesson plan and scenario.
Methods of didactic measurement, assessment, and evaluation (including the design and analysis of open and closed tasks).
Teacher’s work methods
Teaching methodology for specific curriculum content
4 ECTS = 100 hours of student work: participation in classes – 60 hours, preparation of assigmnents and coursework – 10 hours, review of additional materials – 30 hours.
Type of course
elective courses
Mode
Requirements
Prerequisites (description)
Course coordinators
Learning outcomes
The learning outcomes are consistent with the provisions of the Regulation of the Ministry of Science and Higher Education of 25 July 2019 on the standard of education preparing for the teaching profession (Journal of Laws 2019, item 1450): D.1/E.1.W1, D.1/E.1.W2, D.1/E.1.W3, D.1/E.1.W4, D.1/E.1.W6, D.1/E.1.W7, D.1/E.1.W8, D.1/E.1.W9, D.1/E.1.W10, D.1/E.1.W11, D.1/E.1.W12, D.1/E.1.W14. D.1/E.1.U1, D.1/E.1.U2, D.1/E.1.U4, D.1/E.1.U6, D.1/E.1.U7, D.1/E.1.U8, D.1/E.1.U9, D.1/E.1.U11. D.1/E.1.K1, D.1/E.1.K4, D.1/E.1.K8.
In terms of knowledge, the graduate knows and understands:
D.1/E.1.W1 – the place of a given subject or type of classes in the framework teaching plans at various educational stages.
D.1/E.1.W2 – the core curriculum of the subject, educational objectives and teaching content at different educational stages; the subject or type of classes in the context of earlier and further education; the structure of knowledge within the subject taught; and key competences and their development within teaching.
D.1/E.1.W3 – intra- and interdisciplinary integration; issues related to curriculum design, modification, analysis, evaluation, selection, approval, and principles of planning the teaching process and distribution of material.
D.1/E.1.W4 – the teacher’s substantive, didactic, and educational competences, including the need for professional development (also with ICT); adapting communication to pupils’ developmental level; stimulating cognitive activity; the importance of teacher authority; principles of teacher–student interaction; moderating peer interaction; the teacher’s role as a disseminator of knowledge; and the importance of cooperation with parents, school staff, and the wider community.
D.1/E.1.W6 – methodology for implementing individual curriculum content: substantive and methodological solutions, good practices, adaptation to pupils’ needs and abilities, typical student errors and their role in the didactic process.
D.1/E.1.W7 – organization of classroom and group work: the need for individualized teaching, interdisciplinary learning, specific forms of work (excursions, field and laboratory classes, experiments, competitions), and issues related to homework.
D.1/E.1.W8 – ways of organizing classroom space with universal design principles: teaching aids (textbooks, educational packages), didactic resources (including electronic and foreign-language materials), educational use of media and ICT; computational thinking in problem-solving; the need to search, adapt, and create electronic educational resources and multimedia.
D.1/E.1.W9 – teaching methods for the subject taught, and the importance of fostering responsible and critical use of digital media and respect for intellectual property rights.
D.1/E.1.W10 – the role of diagnosis, monitoring, and assessment in teaching; types of assessment (ongoing, semester, annual; internal and external); functions of assessment.
D.1/E.1.W11 – final examinations at educational stages and methods of constructing tests, quizzes, and other tools useful in student assessment.
D.1/E.1.W12 – initial diagnosis of the student group and individual pupils in the context of the subject taught; methods of supporting cognitive development; the need to shape concepts, attitudes, and practical skills, including problem-solving and knowledge application; effective learning techniques; structuring knowledge; and the necessity of repetition and consolidation.
D.1/E.1.W14 – the teacher’s professional toolkit; effective use of lesson time by both teacher and student; issues related to monitoring and evaluating teaching quality; and the need for analysis and self-evaluation of one’s didactic and educational work.
In terms of skills, the graduate is able to:
D.1/E.1.U1 – identify typical school tasks with educational objectives, especially with general requirements of the core curriculum and key competences.
D.1/E.1.U2 – analyze the distribution of teaching material.
D.1/E.1.U4 – adapt communication methods to pupils’ developmental level.
D.1/E.1.U6 – engage in effective cooperation in the didactic process with parents, guardians, school staff, and the wider community.
D.1/E.1.U7 – select classroom work methods and teaching aids, including ICT tools, that activate pupils and take into account their diverse educational needs.
D.1/E.1.U8 – assess pupils’ work in class and at home in a substantive, professional, and reliable manner.
D.1/E.1.U9 – design tests to assess specific student skills.
D.1/E.1.U11 – conduct an initial diagnosis of a pupil’s skills.
In terms of social competences, the graduate is ready to:
D.1/E.1.K1 – adapt work methods to pupils’ needs and different learning styles.
D.1/E.1.K4 – promote responsible and critical use of digital media and respect for intellectual property rights.
D.1/E.1.K8 – foster the habit of systematic learning and using diverse sources of knowledge, including the Internet.
Assessment criteria
Methods and criteria of assessment:
The condition for passing the course is appropriate attendance (a maximum of 2 absences is allowed), active participation in classes, completion of tasks performed during classes, as well as completion of all homework assignments.
The accuracy of task completion is reviewed/assessed orally in class. Absences exceeding 2 may be made up in justified cases, subject to agreement with the instructors.
Bibliography
Regulation of the Minister of National Education of 14 February 2017 on the core curriculum for preschool education and the core curriculum for general education in primary school, including for pupils with moderate or severe intellectual disabilities, general education in the first-cycle vocational school, general education in the special school preparing for employment, and general education in the post-secondary school, Journal of Laws 2017, item 356.
http://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20170000356/O/D20170356.pdf
Biology and science textbooks for primary school from various publishers.
Herr Norman E., The Sourcebook For Teaching Science, Grades 6-12: Strategies, Activities, And Instructional Resources, Jossey-Bass 2009
Swango J. i Steward S. B., Help! I’m teaching in the middle school science, NSTA press, 2003
2018, Czytanie, rozumienie, rozumowanie, Praca zbiorowa pod redakcją Michała Sitka i Elżbiety Barbary Ostrowskiej, Warszawa 2020, https://pisa.ibe.edu.pl/wp-content/uploads/2020/03/PISA_2018_wyniki_raport.pdf
Niemierko B. Pomiar Wyników kształcenia, Wydawnictwa Szkolne i Pedagogiczne S.A, 1999
Niemierko B. Między oceną szkolną a dydaktyką – bliżej dydaktyki, Wydawnictwa Szkolne i Pedagogiczne S.A, 1991
Bullogh R.V., Początkujący nauczyciel, Gdańskie Wydawnictwo Psychologiczne, 2009
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: