Science for Teaching 1
30.0 ECTS creditsThe first module has a focus on floristics and faunistics and includes species and group determination of organisms. The second module focuses on sustainable development from ecological, economic and social perspectives with an emphasis on ecology. The third module deals with current social issues with a science content. All modules have an education perspective, considering the questions, why teach a certain content, what to teach and how to teach this content in upper secondary science. Module 3 also deals with assessment.
In the courses where biology or science is the first teacher education subjects, there is a general introduction to teacher training, and the role of academia in professional training is discussed. The difference between research and experience based knowledge in science is illustrated. Subject-specific education issues are treated on the basis of curricula and the relation between a scientific discipline and the school subject is problematised.
Module 1: Floristics and Faunistics, 15 ECTS cr
The module presents different types of determination literature, and includes techniques for excursion, sampling, preparation and inventory as well as determination exercises. The construction of determination keys, botanical and zoological terms and concepts are treated in lessons and laboratory sessions. Some plant families and the most species-rich animal groups are presented as well as a selection of representative species and groups. There are short excursions in the university vicinity, day trips outside of Karlstad, and longer over-night excursions. Species and groups are also learnt through quizzes.
Through practical inventory and sampling exercises students develop ability to report science results in writing and deepen their knowledge of species and different plant and animal communities, biological diversity and prevalence and habitat requirements.
Theoretical biology content is also studied through practical exercises relevant to education and an observation in school. Excursions and outdoor teaching are discussed in terms of theories of outdoor pedagogy.
Module 2: Teaching and Learning for Sustainable Development, 7.5 ECTS cr
The module is linked to subject teaching and future teaching practice. In the education components the importance of curricula to the teaching of sustainable development is analysed and educational theories in the area are studied. The module takes a holistic approach to sustainability issues based on social, ecological and economic perspectives, and this provides a view of the role of various actors in efforts towards sustainable development centrally. The perspectives of democracy, equity and equality are treated as are global and local survival issues, which are linked to natural resource utilisation and lifestyle issues. Instruction is in the form of lectures, seminars and hand-in assignments. Students carry out a minor individual project.
Module 3: Science in Society, 7.5 ECTS cr
The module deals with social issues with a science content and why there is a need to teach such issues and how to teach them in upper secondary school. Examples of type of issues to teach are presented, ususally based current issues. As the need of source criticism is crucial in present information society, also media reports on current issues with a science content are critically reviewed. Many issues also have an ethical dimension and the problems of how to teach such issues are treated. Regarding teaching social issues with a science content, debates and roleplay are common methods in education, and students have the opportunity to practise such methods. Assessing student performance in this activity can be challenging and is the reason why it is included in the module.
In the courses where biology or science is the first teacher education subjects, there is a general introduction to teacher training, and the role of academia in professional training is discussed. The difference between research and experience based knowledge in science is illustrated. Subject-specific education issues are treated on the basis of curricula and the relation between a scientific discipline and the school subject is problematised.
Module 1: Floristics and Faunistics, 15 ECTS cr
The module presents different types of determination literature, and includes techniques for excursion, sampling, preparation and inventory as well as determination exercises. The construction of determination keys, botanical and zoological terms and concepts are treated in lessons and laboratory sessions. Some plant families and the most species-rich animal groups are presented as well as a selection of representative species and groups. There are short excursions in the university vicinity, day trips outside of Karlstad, and longer over-night excursions. Species and groups are also learnt through quizzes.
Through practical inventory and sampling exercises students develop ability to report science results in writing and deepen their knowledge of species and different plant and animal communities, biological diversity and prevalence and habitat requirements.
Theoretical biology content is also studied through practical exercises relevant to education and an observation in school. Excursions and outdoor teaching are discussed in terms of theories of outdoor pedagogy.
Module 2: Teaching and Learning for Sustainable Development, 7.5 ECTS cr
The module is linked to subject teaching and future teaching practice. In the education components the importance of curricula to the teaching of sustainable development is analysed and educational theories in the area are studied. The module takes a holistic approach to sustainability issues based on social, ecological and economic perspectives, and this provides a view of the role of various actors in efforts towards sustainable development centrally. The perspectives of democracy, equity and equality are treated as are global and local survival issues, which are linked to natural resource utilisation and lifestyle issues. Instruction is in the form of lectures, seminars and hand-in assignments. Students carry out a minor individual project.
Module 3: Science in Society, 7.5 ECTS cr
The module deals with social issues with a science content and why there is a need to teach such issues and how to teach them in upper secondary school. Examples of type of issues to teach are presented, ususally based current issues. As the need of source criticism is crucial in present information society, also media reports on current issues with a science content are critically reviewed. Many issues also have an ethical dimension and the problems of how to teach such issues are treated. Regarding teaching social issues with a science content, debates and roleplay are common methods in education, and students have the opportunity to practise such methods. Assessing student performance in this activity can be challenging and is the reason why it is included in the module.
Progressive specialisation:
G1N (has only upper‐secondary level entry requirements)
Education level:
Undergraduate level
Admission requirements:
General admission requirements and either field-specific eligibility A6c (Civics 1b or 1a1 + 1a, Science 2, Mathematics 3b or 3c), or field-specific eligibility 6c (English B, Civics A, Science B, Mathematics C).
Selection:
Selection is usually based on your grade point average from upper secondary school or the number of credit points from previous university studies, or both.
Course code:
BIGNK1
The course is not included in the course offerings for the next period.