|Course code module||SLO9233|
|Study load (hours)||84|
Sabine Van Roose
|Language of instruction:||Dutch|
|Semester exam information:||exam in the 1st semester|
|Contract restriction information:||exam contract not possible|
The student must have:
- the final competences of an academic bachelor;
- an outstanding domainspecific knowledge;
- a correct language, both orally and in writing.
Didactics biology is organised parallel with Didactics of Sciences. Therefore competences learned in Didactics of Sciences will be used and expanded during the course Didactics biology.
This course had to be followed in combination with practice sessions
2. Objectives (expected learning outcomes)
To compliment the basis competences of the secondary education teacher training as detailed by the Flemish government: http://www.onderwijs.vlaanderen.be/nieuws/2007p/0420-basiscompetenties.htm
The following competencies will be addressed:
Function 1: the teacher as a supervisor of learning and development processes.
Function 2: the teacher as a tutor
Function 3: the teacher as a “subject” expert.
Function 4: the teacher as an organizer.
Function 5: the teacher as an innovator - the teacher as a researcher.
Function 7: the teacher as a member of a school team.
Function 9: the teacher as a member of the educational community
Function 10: the teacher as a participant of culture
The students can:
Define the place and vision of biology in secondary education
Define the objectives of specific final attainment levels and syllabuses for biology
Develop a personal opinion on the general objectives of biology education in relation to the dominant conceptions
Describe and analyse the typical formal structure of biology analyse
Formulate an initial lesson taking the lesson plan and lesson objectives into consideration
Define which elements are important to didactically prepare and give a biology lesson and to create a powerful educational environment
Define the contents of a minimally equipped biology class
Indicate the role of language for scientific terminology shaping.
The students can: in a didactically responsible manner prepare a theory lesson where attention is given to:
processing insights from a theoretical point of view
assessing the initial situation
documenting operational objectives
selecting course contents
assessing the environment of the students in function of the phase in the learning process
Formulating an initial lesson taking the lesson plan and objectives into consideration
Structuring a lesson responsibly
Selecting didactic tools and teaching methods in relation to the study process
Developing subject didactic forms, concepts and teaching aids
selecting suitable evaluation forms in function of the objectives
reflecting on practical lessons
The students develop the capacity to make decisions (A1 (*)), to have a critical attitude (A3), inquisitiveness (a4), organisation capacity (A5), sense for cooperation (A6), sense of responsibility (A7), creative orientation (A8) and flexibility (A9). (*): attitudes from the basis competences of the teacher.
3. Course content
The basis module didactic natural sciences and the extension module didactic biology form a unit. The extension module ensures the necessary deepening and broadening within the specific subject didactic.
The following topics are taken into consideration:
The position of biology within Flemish secondary education.
Visions on biology education
Putting objectives into practice
The analysis of the formal structure of biology which forms the basis for learning analysis and advancement.
Analysis of the initial situation with the students in relation to the profession biology
Selecting the correct starting point
Selecting teaching methods
Didactic appliances (sources for constructing and maintaining biology lessons, organisation of room, educational tools)
Final attainment levels for biology and interdisciplinary subjects
The use and the function of audio-visual media and ICT in biology education
The role of language in the scientific term shaping
As developing skills is one of the most important objectives of the module, a high level of active student input is expected. Registration for an examination contract is not possible.
4. Teaching method
Direct contact: LecturesTutorialsSkills training
Personal work: Assignments - individualAssignments - in groupSupervised self-studyPortfolio
5. Assessment method
Continuous assessment: ExercisesAssignments
Portfolio: Without oral presentation
6. Compulsory reading – study material
The students will be given the syllabus during the lectures and tutorials, some topics will be published on Blackboard.
7. Recommended reading - study material
Interesting reading and study materials are the biology books used in secondary schools.
It is always possible for students to make an appointment for tutoring. Questions related to the course content are also welcome during and after college.