Descripción y contextualización de la asignatura

The subject Science for the Contemporary World contributes significantly to the development of scientific competence by dealing with current and relevant topics such as nuclear energy, vaccines, climate change, transgenic food, etc. These topics are analyzed based on scientific evidence in order to be able to make informed decisions and always towards the well-being of society as a whole.



In this course we will use the topics of Science for the Contemporary World with a CLIL (Content and Language Integrated Learning) didactic approach, where we will learn how to adapt the teaching to teach in a language different from the mother tongue or native language of the students (and teachers).

Resultados del aprendizaje de la asignatura

Argumentar la relevancia cultural, social y pedagógica de la asignatura desde punto vista científico-tecnológico y en base al currículo de Cultura Científica vigente.



Analizar críticamente, seleccionar y elaborar propuestas didácticas básicas e innovadoras para la enseñanza y aprendizaje de ciencia y tecnología para el mundo contemporáneo y con un enfoque didáctico CLIL (Content and Language Integrated Learning).

Convocatoria ordinaria: orientaciones y renuncia

The default evaluation system will be a continuous assessment.



During the session there will be several activities to carry out both in group and individually. Student will also need to design short teaching proposals (assignments) using CLIL approach and presented some of them. At the end of the course, students will need to design a short didactic sequence where they will need to integrate different teaching methodologies used within CLIL (final task).



Weight of the activities to be marked in the final grade:

- Assignments to be handed in: 30%.

- Presentations: 25%

- Final task: 35%.

- Active participation in the classroom and/or forums: 10%.



In order to pass the course it will be necessary to obtain 50% of the final grade.





Withdrawal from continuous assessment:



Students may withdraw from the continuous assessment, so their evaluation will be through a final assessment. The student who chooses the final assessment must notify the teacher in writing of his or her withdrawal from the continuous assessment before the end of the face-to-face teaching.



In the final assessment, 100% of the grade will be assessed and graded with a single task (final task). This final test will consist of two parts:

- Written document:

The written document must include the proposal with a CLIL didactic approach with the appropriate curricular content for the subject Science for the Contemporary World.

- Presentation:

In the presentation, the written document will be defended.



The presentation will take place on the official date of the exam corresponding to the subject and the written document must be handed in before the presentation.





Renunciation to the ordinary call:



To renounce the ordinary call it will be sufficient not to show up for the presentation of the final task.

Convocatoria extraordinaria: orientaciones y renuncia

The evaluation of the extraordinary call will be identical to that of those who choose the final assessment in the ordinary call.



The 100% of the grade will be assessed and graded with a single task (final task). This final test will consist of two parts:

- Written document:

The written document must include the proposal with a CLIL didactic approach with the appropriate curricular content for the subject Science for the Contemporary World.

- Presentation:

In the presentation, the written document will be defended.



The presentation will take place on the official date of the exam corresponding to the subject and the written document must be handed in before the presentation.





Renunciation to the extraordinary call:



To renounce the extraordinary call it will be sufficient not to show up for the presentation of the final task.

Temario

Nuestro lugar en el universo

El cambio climático: algo más que un riesgo

La era del silicio

Del razonamiento cotidiano al razonamiento basado en evidencias: Estudio de casos

Bibliografía

Bibliografía básica

Casado, J.C. y Serra-Ricart M.(coord.) 2003. Unidad Didáctica: Eclipses. Gabinete de dirección IAC. (http://semanadelaciencia2003.fecyt.es/eclipse/pdf/UDE.pdf )<br /><br />Duarte, C. (coord.) 2006. Impacto de la actividad humana sobre el sistema tierra. CSIC. (http://www.csic.es/coleccionDivulgacion.do )<br /><br />Guisasola, J. y Zuza, K. 2010. La física en la cocina. Alambique nº 65.<br /><br />Naciones Unidas.2004. Carpeta de información sobre el cambio climático. Convención Marco de Naciones Unidas sobre el Cambio Climántico. (http://unfccc.int/2860.php )<br /><br />Vilches, A y Gil, D. 2008. La construcción de un futuro sostenible en un planeta en riesgo: Alambique, nº 55. <br /><br />VV.AA. 2008. Ciencias para el mundo contenporaneo. Ed: FECYT y ISFP. FECYT (http://www.fecyt.es )<br /><br />Zuza, K. y Alduncin J. M. 2009. ¿Se puede conseguir que los estudiantes se aficionen a la astronomía si no pueden disfrutar del cielo nocturno? Alambique, nº 61<br /><br />

Revistas

Alambique

Aula de Innovación Educativa

Enseñanza de las Ciencias

Enlaces

www.zientzia.net

http://www.eurekamuseoa.es/index.php?option=com_content&view=article&id=69%3Aotras-guias-didacticas&catid=43&Itemid=102&lang=es

http://recursos.cnice.mec.es

http://www.berde-berdea.net

http://www.btek.org/blog/