This subject is offered in the Primary Education Degree, during the second term or of the first year within the module: School and curriculum. In this course, one hand basic scientific concepts of biology and geology are covered, and on the other hand, basic aspects regarding science teaching, such as the school science curriculum.

A- To know and understand the basic principles and fundamental laws of natural sciences by promoting positive attitudes towards scientific literacy and understanding science as a cultural endeavour.

B- To acknowledge the interplay between science, society, gender and technological development, and the role of appropriate citizen behaviour which promotes a sustainable future and environmentally friendly attitudes.

C- To know the Natural Sciences School curriculum..

D- To take into account the individual and collective responsibility on people's well-being and on moving towards a sustainable future.

1.- Science Education goals in Primary Education

2.- The Primary Education Science curriculum

3.- The environment and its conservation

4.- Living things and biodiversity

5.- Health and human beings

The course will employ several methodologies. The students will work in groups to develop their modular work, and also in several projects using active methodologies that are centered on the students and based in cooperative learning following the UPV/EHU IKD model. Important methodologies for scientific endeavour will be used (inquiry, modelization, argumentation). Moreover, individual and group taskas, laboratory practicals and field trips will be carried out.

In the event that, by order of the University or the health authorities, it is necessary to modify the attendance of the course itself, the necessary adaptations will be published in eGela.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Explained in next section (%): 100

1. Continous evaluation system. These are the evaluation instruments:

- Module interdisciplinar work: 16%-20%

- Written exam: 40%-60%

- Classroom and lab projects: 20%-40%

It is compulsory to make all the tasks and obtain a score of 50% in each instrument to pass the course. When the score in any of the instruments is less than 50%, the final score will be the smallest one among all the instruments.

2. Final evaluation system. It will be comprised of different tasks (oral, written, laboratory).

Students will have the right for to be evaluated through a final evaluation system, regardless of having taking part in the continuous evaluation. To claim for this right, the students needs to certify by writing to the course's lecturer that she renounces to her/his right to continuous evaluation within 9 weeks from the start of the course. See students’ evaluation regulations here: https://www.euskadi.eus/y22-bopv/es/bopv2/datos/2017/03/1701311a.shtml

To pass this subject, it is necessary that the students demonstrate a good general communicative competence, both orally and in writing. In all activities (individual and group), then, the linguistic correction, the writing and the formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correctly and must demonstrate a high degree of understanding of academic texts. An activity can be not passed if the teacher considers that it does not meet this requirement.

If the need for a remote evaluation arises, the necessary adaptations will be published in eGela. In this case, the telematic means that the UPV/EHU makes available to the community through eGela will be used in preference. In the event that, exceptionally, it is necessary to use another additional resource, students will be informed in advance.

The same criteria specified in the ordinary call will be used.

Regarding the extraordinary call and as established in article 9, the evaluation of the subjects in the extraordinary calls will be carried out exclusively through the final evaluation system. The final evaluation test of the extraordinary call will consist of as many exams and evaluation activities as are necessary to be able to evaluate and measure the defined learning results, in a way comparable to how they were evaluated in the ordinary call. The positive results obtained by the students during the course may be preserved. In the case of having obtained negative results through the continuous evaluation carried out during the course, said results cannot be maintained for the extraordinary call, in which the student will be able to obtain 100% of the grade.

If the need for a remote evaluation arises, the necessary adaptations will be published in eGela. In this case, the telematic means that the UPV/EHU makes available to the community through eGela will be used in preference. In the event that, exceptionally, it is necessary to use another additional resource, students will be informed in advance.

- 236/2015 DEKRETUA, abenduaren 22koa, Oinarrizko Hezkuntzaren curriculuma zehaztu eta Euskal Autonomia Erkidegoan ezartzen duena (EHAA, 2016-01-15). https://www.euskadi.eus/bopv2/datos/2016/01/1600141e.pdf
- 236/2015eko Dekretuaren II. Eranskina osatzen duen curriculum orientatzailea. http://www.hezkuntza.ejgv.euskadi.eus/contenidos/informacion/heziberri_2020/eu_2_proyec/adjuntos/OH_curriculum_osoa.pdf

Basic bibliography

- Anguita, F. (2002). Biografía de la Tierra. Madrid: Marín.

- Banet, E. (2000). Los procesos de nutrición humana. Madrid: Síntesis.

- Cañal P., García–Carmona, A. & Cruz, M. (2016). Didáctica de las Ciencias Experimentales en Educación Primaria. Madrid: Paraninfo.

- Catalá, M. et al. (2002). Las ciencias en la escuela: Teorías y prácticas. Barcelona: Graó.

- Driver, R., Guesne, E. & Tiberghien, A. (Koord.). (1989). Ideas científicas en la infancia y la adolescencia. Madrid: Morata.

- Garrido, J.M., Perales F.J. & Galdón M. (2008). Ciencia para educadores. Madrid: Pearson Educación.

- Gozález García, F. (Koord.) (2015). Didáctica de las Ciencias para Educación Primaria. II. Ciencias de la vida. Madrid: Pirámide.

- Harlen, W. (2007). Enseñanza y aprendizaje de las ciencias (6. arg.). Madrid: Morata.

- Jiménez Aleixandre, M. P. (Koord.) (2003). Enseñar ciencias. Barcelona: Graó.

- Margulis, L. & Schwartz, K. V. (1985). Cinco Reinos. Barcelona: Labor.

- Martí, J. (2012). Aprender ciencias en la Educación Primaria. Barcelona: Graó.

- Pedrinaci, E. (Koord.) (2012). 11 ideas clave: El desarrollo de la competencia científica. Barcelona: Graó.

- Pujol, R.M. (2003). Didáctica de las Ciencias en la Educación Primaria. Madrid: Síntesis.

In-depth bibliography

- Aizpuru I., Catalan P. & Garin F. (2010). Euskal Herriko zuhaitz eta zuhaixken gida. Vitoria-Gasteiz: Eusko Jaurlaritza Argitalpen Zerbitzu Nagusia.
- Barber, A.M. & Ponz, F. (1988). Fisiología animal. Funciones vegetativas. Madrid: Síntesis.
- Brewer, D. (1997). El cuerpo humano. Barcelona: Molino.
- COSCE-Confederación de Sociedades Científicas de España (2011). Informe ENCIENDE. Enseñanza de las Ciencias en la Didáctica escolar para edades tempranas en España. http://www.cosce.org/pdf/Informe_ENCIENDE.pdf
- Elhuyar Kultur Elkartea (1998). Ingurugiro Hiztegi Entziklopedikoa. Vitoria-Gasteiz: Eusko Jaurlaritzaren Argitalpen Zerbitzua.
- Melendez, B. & Fuster, J. M. (1975). Geología. Madrid: Paraninfo.
- Osborne, R. & Freyberg, P. (1991). El aprendizaje de las Ciencias. Implicaciones de la ciencia de los alumnos. Madrid: Narcea.
- Perales, F.J. & Cañal, P. (2000). Didáctica de las Ciencias Experimentales. Alcoy: Marfil.
- Shayer, M. & Adey, P. (1984). La ciencia de enseñar ciencias. Madrid: Narcea.
- Strahler, A. (1992). Geología Física. Madrid: Omega.

Journals

Elhuyar: http://zientzia.net/
Ihitza: http://www.ingurumena.ejgv.euskadi.net/r49-ihitza/eu/
Tantak: http://www.ehu.eus/ojs/index.php/Tantak
Ekaia: http://www.ehu.eus/ojs/index.php/ekaia
Alambique: Didáctica de las Ciencias Experimentales: http://alambique.grao.com
Aula de Innovación Educativa: http://aula.grao.com
Enseñanza de las Ciencias: Revista de Investigación y Experiencias Didácticas http://ensciencias.uab.es/
Enseñanza de las Ciencias de la Tierra: http://www.aepect.org/larevista.htm
Revista Electrónica de Enseñanza de las Ciencias: http://www.saum.uvigo.es/reec
Revista Eureka sobre Enseñanza y Divulgación de las Ciencias: http://reuredc.uca.es/index.php/tavira/index

Web addresses

Zientzia hezkuntza Programa. https://sites.google.com/site/zientziahezkuntzaekimena/
Zientzia arbela. https://sites.google.com/site/zientziarbela/
Proyecto Biosfera http://recursostic.educacion.es/ciencias/biosfera/web/
Elhuyar fundazioa www.zientzia.net
UEUko natura eta zientzien ataria http://www.euskalnatura.net/index.php
Kutxako hezkuntza proiektu bat ingurumenari buruz http://www.berde-berdea.net/
Donostiako zientzia museoa http://www.eurekamuseoa.es/index.php
http://www.isftic.mepsyd.es/profesores/primaria/conocimiento_del_medio/
http://recursos.cnice.mec.es/biosfera/
http://www.parqueciencias.com
http://ww.principia-malaga.com
http://www2.uah.es/jmc/
http://aa.usno.navy.mil/data/
http://www.usgs.gov/
http://webmineral.com/
http://ciencia.nasa.gov/
http://www.educypedia.be/education/educationopening.htm