Biology concepts in Primary School

Biology concepts in Primary School
Μάθημα: Biology concepts in Primary School
Course Number: 7Ε2
Ώρα:
Προαπαιτούμενα:
Μονάδες: 5
Αίθουσα:
Ημέρα:
Component(s):
Χάρτης: Map

COURSE OUTLINE

  1. GENERAL
SCHOOL EDUCATIONAL SCIENCES
DEPARTMENT PRIMARY EDUCATION
LEVEL OF STUDIES UNDERGRADUATE, LEVEL 6
COURSE CODE   SEMESTER 7o
COURSE TITLE BIOLOGY CONCEPTS IN PRIMARY SCHOOL
TEACHINGACTIVITIES
incasetheECTSCreditsaredistributedin distinct partsofthecoursee.g. lectures, labsetc. IftheECTSCreditsareawardedtoacourseasawhole, thenplease note down the teaching hours per week and the corresponding ECTS Credits.		 TEACHINGHOURSPERWEEK ECTSCREDITS
  3 5
     
     
Addlinesifnecessary.Theteachingorganizationandmethodsusedaredescribedinthepoint 4.    
COURSETYPE

Background, GeneralKnowledge, Scientific Area, Skill Development

 Skill development
PREREQUISITES:

 

 none
TEACHING & EXAMINATION LANGUAGE: Greek
COURSE OFFERED TO ERASMUSSTUDENTS: No
URL COURSE: https://eclass.duth.gr/courses/EDU121/
  1. LEARNING OUTCOMES
Learning Outcomes
Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse.
Upon successful completion of the course the student will be able to:

·         mention the most important primary school students’ misconceptions about concepts of Biology

·         apply teaching methods of natural sciences

·         develop teaching activities for concepts of Biology
General Skills
Taking into account the general skills that the graduate must have acquired (as they are listed in the Diploma Supplement and are listed below), which of them is intended (for the course)?
Search, analysis and synthesis of data and information, using the necessary technologies

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

 Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking
·         Search, analysis and synthesis of data and information, using the necessary technologies

·         Project design and management

·         Autonomous work

·         Teamwork

·         Critical thinking

·          Promoting free, creative and inductive thinking
  1. COURSE CONTENT
Lesson 1: Scientific literacy-learning theories in the field of natural sciences.

Lesson 2: The concepts of Biology in the Curriculum. The inquiry-based approach in the 2021 Curriculum.

Lesson 3: Tracking biology concepts in primary school textbooks (teamwork in the classroom).

Lesson 4: Presentation of teamwork results.

Lesson 5: Students’ alternative ideas for concepts of Biology.

Lesson 6: Naive knowledge in Biology at an early age and the transition to scientific knowledge.

Lesson 7: The inquiry-based approach. Teaching models and tools.

Lesson 8: Bloom taxonomy. Study of teaching scenarios (teamwork).

Lesson 9: Study of teaching scenarios (teamwork).

Lesson 10: Presentation of educational sites, software and books.

Lesson 11: Presentation of teaching interventions in the primary class.

Lesson 12: Designing a teaching scenario (teamwork).

Lesson 13: Overview.
  1. LEARNING & TEACHING METHODS – EVALUATION
TEACHINGMETHOD
Face to face, Distance learning, etc.		 Face to face
USEOF INFORMATION&COMMUNICATIONSTECHNOLOGY(ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students		 Use of ICT in Teaching,  in Communication with students
TEACHING ORGANIZATION

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

 

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.
Activity Workload/semester
lecture 27
teamwork 12
study 50
Elaboration and presentation of teamwork (literature review and analysis) 33
Study hours 50
Sum 125
Student Evaluation

Description of the evaluation process

 

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

 

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

  

·         Teamwork 20%

·         Written exam 80%

 
  1. SUGGESTED BIBLIOGRAPHY
Suggested textbooks:

 

1) Zogza, B. (2007). Biological knowledge in childhood. Border (code in Eudoxus: 24086).

 

2) Athanassiou, K. (2009). Introduction to Biological Sciences and their Teaching. Grigoris (code in Eudoxus: 24975).

 

Foreign language bibliography:

 

Inagaki, K., & G. Hatano (2002). Young children’s naive thinking about the biological world. Psychology Press, New York.

Marshall, P.J. & K. Brenneman (2016). Young Children’s Developing Understanding of the Biological World. Early Education and Development, Special issue, 27.

 

Journals:

Journal of Biological Education

International Journal of Science Education

Science Education

International Journal of Science and Mathematics Education

 

 

 

 

 

 

ANNEX OF THE COURSE OUTLINE

 

Alternative ways of examining a course in emergency situations

 

Teacher (full name): THEODORA BOUBONARI
Contact details: tmpoumpo@eled.duth.gr
Supervisors: (1) No
Evaluation methods: (2) 1)      Teamwork during semester 20%

2)      Written assignment 80%
Implementation Instructions: (3) Submission of the assignment in eclass till the beginning of the semester exams

 

  • To be completed with YES or NO
  • Notedowntheevaluationmethodsusedbytheteacher, e.g.
  • written assignmentor/andexercises
  • writtenororalexaminationwithdistancelearningmethods, provided that the integrity and reliability of the examination are ensured.
  • In the Implementation Instructions section, the teacher notes down clear instructions to the students:

α) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submitting them to the teacher, the grading system, the participation of the assignment in the final grade and every other detail that should be mentioned.

β) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of pronouncing topics, the applications to be used, the necessary technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the way the hyperlink is sent, the duration of the exam, the gradingsystem, the participation of the exam in the final grade, the ways in which the inviolability and reliability of the exam is ensured and every other detail that should be mentioned.

γ) incaseofwritten examination with distance learning methods: the instructions for assigning the topics, the way of submitting the answers, the duration of the exam, the grading system, the participation of the exam in the final grade, the ways in which the integrity and reliability of the exam is ensured and every other detail that should be mentioned.

There should be anattached list with the Student Registration Numbersonly of the beneficiaries to participate in the examination.