Didactics biology

Academic year: 2009-2010 Course code module SLO9233 Semester: 1st semester Credits: 3 Study load (hours) 84 Theory (hours): 18,00 Practice/Exercises(hours): Other (hours): 21,00 Part-time program: Instructor(s) Annie Pinxten Marc Boers Sabine Van Roose Language of instruction: Dutch Semester exam information: exam in the 1st semester Contract restriction information: exam contract not possible 1. Prerequisites *Algemene competenties 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. *Sequentiality None 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   General objectives   Knowledge 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.   Skills 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 incorporating ICT selecting suitable evaluation forms in function of the objectives reflecting on practical lessons     Attitudes 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: Lectures Tutorials Skills training Personal work: Assignments - individual Assignments - in group Supervised self-study Portfolio 5. Assessment method Continuous assessment: Exercises Assignments 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. 8. Tutoring 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. laatste aanpassing: last update: 03/11/2009 14:45 annie.pinxten