Print syllabusNSiP-Nature and Science education
General data
| Course ID: | 2300-MS1-NPiS-EP |
| Erasmus code / ISCED: | (unknown) / (unknown) |
| Course title: | NSiP-Nature and Science education |
| Name in Polish: | NSiP - Edukacja przyrodnicza |
| Organizational unit: | Faculty of Education |
| Course groups: | |
| ECTS credit allocation (and other scores): |
(not available)
|
| Language: | Polish |
| Type of course: | obligatory courses |
| Prerequisites (description): | The aim of this workshop is to present and analyze critically various methods of creating educational contexts which allow young school-age children to build up their knowledge about the natural and social environment. |
| Mode: | Classroom |
| Short description: |
The aim of this workshop is to present and analyze critically various methods of creating educational contexts which allow young school-age children to build up their knowledge about the natural and social environment. Content focuses on the issues: ecology, goals, tasks, contents and rules of natural science education at the elementary level, Didactic methods and means used in natural science education, multimedia in process of acquiring knowledge about natural and social phenomena. The knowledge and skills acquired by the participating students will be reflected in lesson plans developed for grades I – III; in these plans, the nature-related issues shall incorporate the content and method of the educational process. |
| Full description: |
The aim of this workshop is to present and analyze critically various methods of creating educational contexts which allow young school-age children to build up their knowledge about the natural and social environment. The subject, in terms of its content, focuses on problems relating to essential concepts of environmental education, inclusive of introduction of the concept of sustainable development. Within the scope of the classes, basic objectives, tasks, the content and principles of natural and social education in early school education are analyzed in the context of perceptional constructivism (J. Piaget) and social constructivism (L. S. Vygotski). The course also brings forward didactic methods characteristic for the educational area in question, concentrating mainly on experiment and observation. It is emphasized that the aforementioned methods of work are important in developing scientific thinking in students - their formulation of experimental problems and hypotheses, designing collection and data analysis procedures and verification of conclusions. Students also get acquainted with and submit to critical assessment possibilities of application of information and communication technologies in the process of presenting from a closer perspective the world of nature, science and technology to children. Another thematic area comprises regional, European and multi-cultural education problems deliberated with relation to their theoretical grounds as well as to practical solutions proposed. The knowledge and skills acquired by the participating students will be reflected in lesson plans developed for grades I – III; in these plans, the nature-related issues shall incorporate the content and method of the educational process. |
| Bibliography: |
Dylak S., Przyrodnicze rozumowanie najmłodszych, czyli uczyć inaczej Kielar-Turska M., Jak pomagać dziecku w poznawaniu świata Klus-Stańska D., Szczepska-Pustkowska M., Pedagogika wczesnoszkolna – dyskursy, problemy, rozwiązania Klus-Stańska (red.), (Anty)edukacja wczesnoszkolna Klus-Stańska D. (red.), Światy dziecięcych znaczeń Frątczak E., Frątczak J., Edukacja ekologiczna w kl.I-III Kalinowska A., Ekologia – wybór przyszłości Karwowska_struczyk M., Szpotowicz M., Sobierańska D., Pedagogika przedszkolna i wczesnoszkolna – badania, opinie, inspiracje Schmollgruber C., Mitterbauer E., Uczyć się, wiedzieć działać – metody wychowania ekologicznego Soida D., Jak edukację z klocków budować? Zasady i techniki edukacji ekologicznej |
| Learning outcomes: |
A student defines concepts connected with environmental education (i. a. the sustainable development concept), specifies and characterizes principles of natural and social education in primary classes with reference to assumptions of constructivism, describes and explains the course of selected natural phenomena, identifies and describes exemplary species of Polish and world flora and fauna, knows the basic concepts concerning regional, European and multi-cultural education, understands the importance of undertaking actions in those areas, searches for necessary information in various sources of knowledge, assesses educational situations in the context of the school’s general objectives designed for the first stage of instruction as well as natural and social education targets, consciously and purposefully selects methods, techniques and forms of work conducted in classes I - III, designs educational situations based on the dialogue education model, knows the principles and knows how to make use of information and communication technologies in the process of pupils constructing the knowledge of the natural and social world. |
| Assessment methods and assessment criteria: |
A student receive points for: - Precence and activity - The group-based educational tasks, based on theory and practice, of the issues indicated in the programme - The development of integrated lesson plans incorporating the aspects of ecological education A student compares the total amount of points scored with a scale. |
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