Didactics of natural science

geography

pedagogical qualifications

3rd year students of the 1st degree studies (Bachelor's degree) in the field of Geography, implementing the pedagogical block.

Classroom

The aim of the course is to prepare geography students, future teachers of nature, to teach this subject in primary school. The main emphasis is placed on shaping the ability of future nature teachers to create their own workshop.

Student workload: attendance at the lectures and active participation in their final phase (dialogue) as well as preparation for completing the course.

Issues: the place of the subject nature in the framework curricula in primary school, analysis of the provisions of the core curriculum for nature, educational objectives and teaching content; material distribution analysis; intra-subject integration in science curricula, identifying connections between the content of science education with the content of geography and biology in primery school; colloquial knowledge and scientific knowledge - shaping concepts in the minds of students (constructivist approaches); planning didactic activities tailored to the cognitive abilities of students and their diverse educational needs, selection of methods, forms of work and didactic aids to implement the content of science education, including conducting experiments and experiments as well as observing elements of nature and landscape in the school's surroundings; developing students' interests and curiosity, stimulating cognitive activity and independence regarding the perception and holistic thinking about the natural environment and landscape and the role of man in shaping and protecting them.

Student workload:

• attendance at seminars, student activity (including reading recommended sources, literature, preparation and participation in discussions),

• preparing to pass the course.

• Angiel J., Oblicza Wisły. Przewodnik warszawski dla tropicieli przyrody, Stow. Stołeczne Towarzystwo Ochrony Ptaków, Warszawa, 2015

• Angiel J., Edukacja wokół drzewa, Geografia w Szkole nr 4, 2014

• Brudnik, E. Moszyńska A., Owczarska B., Ja i mój uczeń pracujemy aktywnie. Przewodnik po metodach aktywizujących, SFS Kielce, 2000.

• Elbanowska-Ciemuchowska S., Doświadczenia na lekcjach Przyrody, Wyd. Nowa Era, 2004

• Kozłowska E., 2000. Przyroda miasta, Nasza Księgarnia, Warszawa.

• Lenart W., Imiela J, 2001. Ludziom i naturze. Przez edukację do zrównoważonego rozwoju, RCEE, Płock.

• Michalczyk J., 2009, Człowiek a przyroda, KUL, Lublin.

• Rembertowicz H., (red.), 2004, Przyroda. Pytania dzieci - odpowiedzi dorosłych Wyd. SWPR, Warszawa.

•Tołwińska-Królikowska E. (red.) 2013, Dzieci w świecie nauki. Materiały edukacyjne dot. ruchu naukowego w szkole podstawowej, Federacja Inicjatyw Oświatowych, Warszawa.

Learning outcomes:

E.1.W.1; E.1.W.2; E.1.W.3; E.1.W.4; E.1.W.6; E.1.W.9; E.1. V.15;

E.1.U1; E.1.U2; E.1.U.3; E.1.U.4; E.1.U.7;

E.1.K.2; E.1, K.5; E.1.K.6, E.1.K.8,

After completing the course, the student in the field of knowledge:

• determines the place of the Nature subject in the framework curricula (E.1.W1),

• characterizes the didactic assumptions of the subject nature in primary school in relation to the provisions of the core curriculum in primary school (E.1.W.2),

• discusses the nature teacher's workshop in primary school, including, inter alia, the essence of curricula, material distribution, etc. (E.1.W.3),

• defines: the necessary substantive, didactic and educational competences of a science teacher, the importance and methods of building authority, the principles of creating interactions with students; specifies good practices in working with students and in cooperation with other teachers and parents (E.1.W.4),

• formulates various forms, strategies, methods and styles of education, assesses their effectiveness in implementing the content of science education in primary school; identifies various ways of influencing students (E.1.W.6; E.1.W.9),

• presents the possibilities of using a variety of didactic aids (including GIS) in achieving the assumed didactic goals in the field of science education; characterizes the role of fieldwork in science education (E.1.W.9; E.1.W.15),

• characterizes the goals, role and values ​​of regional education, landscape education and education for sustainable development in teaching nature and in educating students (E.1.W.15).

In the field of student skills:

• analyzes the provisions of the core curriculum and selected science curricula in primary school (E.1.U.3),

• uses various forms, strategies, methods and techniques of teaching (especially activating students, including ICT), and also uses the principles of education adapted to the objectives and content of nature classes (E.1, U.7),

• uses a variety of teaching aids (including GIS) to learn, illustrate and explain natural phenomena and processes (E.1.U.7),

• designs science lessons and develops lesson scenarios using various forms, strategies and teaching methods, especially activating ones, adjusted to the goals and content of science education in SP (E.1, U.7).

In the field of social competences, the student is ready to:

• popularizing science knowledge among students and developing students' curiosity, cognitive activity and independence as well as logical and critical thinking (D.1.E.1.K.2),

• shaping the students' cooperation skills, including group problem solving (D.1.E.1.K.5),

• building a system of values ​​and developing students' ethical attitudes, especially tolerance as well as openness and respect for differences (D.1.E.1.K.6),

• continuous development and deepening of one's knowledge and competences in the field of new achievements in the developing natural sciences and teaching-learning methods (D.1.E.1.K.8).

Activity during seminars; written test consisting of open and semi-open questions.

Obtaining 60% of the points guarantees a satisfactory grade.