1. DIDACTIC ON NATURAL SCIENCES Dra. Miriam López Universidad Católica de Valencia San Vicente Mártir

2. 1.Introduction to Natural Sciencies Didactic (10 min.) 2. Little Group Activity (30 min.) 3. Exposition (20 min.)

3. ACTUAL CHALLENGE AFFECTING THE SCIENTIFIC EDUCATION Social inequality Ecological instability Changes in the way of thinking, understanding, feeling and acting A CHALLENGE Living in a global and complex world Characterize byneeded mean Education affect Scientific education Others Involve to change What, how and when teaching What, how and when evaluating A new ethics A new style of thinking A new way of acting Carry building affect

4. A PROPOSAL TO BUILD A NEW FUTURE -Equity -Biodependence -Autoorganization New ethics New transformer action New way of thinking -Systemic vision -Complementarity -Multicausality -Autoorganization -Individual level -Colective level

5. PARTICIPATING AGENTS PUTING NEW ENERGY INTO THE SCHOOL ATMOSPHERE NEW ENERGY INTO THE SCHOOL ATMOSPHERE CORE TEACHERS -Personal interest -Link to the different cycles PUPILS -Motivated -All cycles -All courses FAMILIES -Personal interest -Link to the different cycles OTHERS -External representatives MANAGERIAL TEAM -Representative -Some coordinator OTHER WORKERS -Personal interest

6. PRIMARY SCHOOL KNOWLEDGE OF THE PHYSIC AND SOCIAL ENVIRONMENT Process of integration of (nor adding) Social Sciences and Natural Sciences

7. GROUP CLASS

8. SCIENCES MODELS DEDUCTIVE MODEL INDUCTIVE MODEL Transmition of elaborated knowledge Scientific knowledge from the observation and experimentation Science: whole of reproduce truths into the books that must be explained and memorized Consider activities and experiences and introduction of a new vocabulary for the student discovers the Science mean concepts

9. NEW MODEL OF SCIENTIFIC EDUCATION Impel the evolution and construction of the own students new ideas Science: long and complex process of construction of theories and explicative models compared to the natural phenomenon; in which the experience and words have an important role. Activities which let promote The expresion of the own ideas about the studied object. Their contrast To bring up significative questions Activities which let to solve and bring up new questions

10. In a free and democratic society to acquire scientific knowledge has an own value. As the Science is a cultural form and a social use, it also may be for the students a source of pleasure and intelectual adventures. A lot of events are based in dates and interpretations that use scientific concepts, justifying and promoting performances and changes in the individual and colective behaviours. If the PERSONAL AUTONOMY is an essential element for exercise the caring freedom Having scientific knowledge increase these grade of freedom to participate in the decitions affecting the colectivity. To discuss its validity or suitability, or to accept the new changes they promote.

11. SCIENTIFIC EDUCATION Based on To make oneself questions Recognition of the own limitations Critic and reasoned judgment To acquire Solidarity autonomy needed for Understanding the world Acting into the world

12. TO LEARN THINKING DOINGSPEAKING Specific cognitive and proceeding development of the SCIENTIFIC THOUGHT 1. To formulate ideas 3. To establish them 4. To prove them 2. Tp reflect on them 7. To find the precise and quantifiable data 6. To connect the studied fact with others 5. To explain and argue

13. SCIENTIFIC THOUGHT Born from CURIOSITY Needs of CREATIVITY IMAGINATION RIGOR PERSEVERANCE For To define problems To design experimental strategies To connect the results and these with the ideas

14. DIDACTIC GUIDE DIDACTIC OBJECTIVES CAPACITIESCONTENTS FINALITIES -Cognoscitive or intellectual -Corporal (autonomy and balance) -Afective -Social or integration -Moral or ethics -Concepts (data, events, theories... -Process -Attitude (values, attitudes, habi, rules) EVALUATION CRITERIA

15. METHODOLOGY STRATEGIES Time distribution Space distribution Interrelation of contents Agrupation Comunication (didactics, dialectic, heuristics) Human and material resources Activities

16. INITIAL ACTIVITIES INITIATION-MOTIVATION TO STATE THE PREVIOUS KNOWLEDGES CONTRAST ACTIVIDADES DE EVALUACIÓN RESTRUCTURING DEVELOPMENT APLICATION THE NEW IDEAS CONSOLIDATION THE LEARNINGS REVIEW SUPPORT APLICATION EXTENSIONAPLICATION

17. ACTIVITY MIXED GROUPS (universities, studies, countries) DECISIONS –DEPARTURE THEME CONCEPTS PROCESS ATTITUDES ACTIVITIES

18. BIBLIOGRAPHY MUÑOZ, A. & MORIEGA, A. J. (1996): Técnicas Básicas de programación. Madrid: Escuela Española. PASCUAL MARTÍNEZ, Ángel (1995): La Unidad Didáctica en Educación Primaria. Barcelona: Brunño. PUJOL, Rosa Mª (2003): Didáctica de las ciencias en la Educación Primaria, Madrid: Síntesis. (Including extense bibliography agrupated in different fields about education for the XXI century, science, learning and teaching science, class-room programation and general education).