LU2-NA0315 Science 2a, 5-10

Contents and structure

The subject is intended to give an academic and didactic basis for teaching natural science in year stages 5 - 10 of primary and lower secondary school. The education will be linked to the practice field and give students a basis for developing their skills and working methods both alone and together with others. Emphasis is placed on research-based knowledge of the pupils' academic development throughout primary and lower secondary school. The education is intended to provide experience of varied forms of work and didactic reflection in preparation for a teacher's role that promotes the pupils' learning and development of basic skills: verbal expression, written expression, reading, arithmetic and using digital tools. The subject should also stimulate curiosity, interest in and positive experiences of natural science. The primary and lower secondary teacher will be able to take the pupils' day-to-day experiences into account in planning teaching and to use local learning arenas in such a way that the course material is specified and supports the development of a natural science language. The teacher will also be able to maintain a multi-cultural perspective in natural science teaching and foster respect for the traditional knowledge about nature and use of natural resources of the Sami and other indigenous peoples.

Natural science and technological innovation have been a basic prerequisite for the development of our civilisation. Today we are facing challenges to our society and the environment in which knowledge of the natural science subjects will be decisive, both nationally and globally. Education for sustainable development requires primary and lower secondary teachers who have knowledge of both local and global environmental issues. They must be able to facilitate learning that promotes the pupils' delight in nature and feelings of responsibility, which will gradually develop into knowledge about and commitment to the environment. The discipline will demonstrate that scientific and technological assessments are made in relation to ethical values and ideals. The discipline will lay the foundation for looking upon the global picture of natural science as a cultural product, in which observations, experiments, discussions and theory can gradually change our comprehension.

Natural science obtains its knowledge from didactics, biology, physics, chemistry, geosciences, astronomy and technology. Teachers of the 5-10 year stages in primary and lower secondary schools must be able to plan and implement teaching as a total subject adapted to all pupils.

The subject supplements the first 30 credits, and combined they will form the basis to provide greater disciplinary confidence in the entire range of the primary and lower secondary 5-10 year stages. In certain central disciplinary and didactic areas, deeper knowledge must also be developed. Emphasis is on developing the competence to teach 68

pupils such that they develop perception, a joy of discovery, wonder and joy of nature. Skills and general competence as a teacher for years 5-10 are developed from natural science 1. The subject should provide increased experience in using pupil-active learning methods in several different learning stages. The subject, combined with the 30 first credits in natural science, does not cover the entire disciplinary range in the subject for years 5-10. The entire range can be achieved by supplementing with 15 new credits

Students who have only completed Natural science 1a must supplement with 30 credits to achieve adequate competence

There will be great emphasis on basic skills during the course of study. Students will read natural science texts in books and periodicals in both Norwegian and English. In the area of physics especially, they must make calculations. They must present laboratory activities to the other students verbally and write texts for written papers in the tradition of natural science. ICT will be used where this is relevant to the subject. This applies in particular to measurements, registrations in databases, simulation, animations, documentation and publishing. Learning platforms such as Fronter will be use for communication and submission of written papers. Scientific websites will be important learning resources, while the students will be trained in the critical use of information on the internet.

 

This element comprises two main areas with different weighting. Didactic elements will be drawn into the various subjects where this is natural and relevant, but in such a way that all the didactic knowledge and skills are covered.

Biological diversity: 9 cr

Chemistry: 6 cr

Learning Outcome

 

The student

·         has knowledge of causes for uncertainty and sources of error in measurements and results, and how these are evaluated and managed

·         has knowledge of examples of how the natural  sciences have developed throughout history

 

The student

·         has an overview of the cell's structure and important life processes, is aware of differences between cell types and can describe how cells divide

·         has an understanding of the DNA molecule's function both as hereditary material and in control and regulation in the cell, and is aware of mechanisms for how properties in living organisms are affected by heredity and environment

·         has knowledge of nutrients and can place these in context with diet and lifestyle diseases

 

The student

·         has knowledge of chemical compounds and their reactions at a quantitative level

·         has knowledge of central laboratory techniques and tests with relevance to chemistry in everyday life and the environment

·         has knowledge of the most central substances' cycle in nature, and how this may be linked to environmental issues and other main topics in natural science

·         has knowledge of the structure of important organic substance groups and properties, as well as their significance for living organisms and the environment

 

·         has knowledge on basic electronics and is familiar with relevant experiments and simple calculations

·         is aware of several examples of technology that have led to major advances in history

·         is aware of the forces of nature, atomic and nuclear physics and social and ethical problems related to the exploitation of nuclear energy

The student

·         can develop teaching that promotes the pupils' wonder and learning in natural science

·         can apply relevant natural science equipment, several models and practical activities

·         can exercise a holistic evaluation practice and provide individual feedback

·         can handle chemicals and make chemical mixtures and solutions

·         can find, assess and refer to natural science information and academic content, and apply this in teaching and discussions with colleagues

·         can plan, implement and assess technology and design projects with a multidisciplinary perspective, with problems related to exploitation and transfer of energy and use of electricity

·         can use the subject as a framework subject in cross-disciplinary and multidisciplinary contexts

 

 

·         has understanding of role, practice and development opportunities as natural science teacher

·         has good insight into relevant discipline and occupational ethical issues

Entry requirements

None

Recommended previous knowledge

Science 1

Teaching methods

Emphasis will be placed on varied forms of work. Excursions and laboratory work will be central.

Folder work will be used for some subjects and will be part of the exam.

Some of the teaching may be organised as seminars and study groups.

Students will contribute to problematising the course material and themselves participate in practical tasks and investigations in the field. Analysis and reflection will also be important elements in this regard.

Students will help to problematise didactic/methodical approaches to subjects in school. 

Compulsory learning activities

Participation in excursions, workshop and laboratory activities (Applies to part 1 of the examination)

Students who fail to meet the requirements toward participation in practical training must present themselves for an oral hearing and prove that study requirements and skills related to practical training are met.

All study requirements are specified in the semester plan

Assessment

-

Examination support material

-

More about examination support material