Course content

Science 1 (1-7) subject 2 acquires its knowledge from science didactics, biology, chemistry, physics, geology and mathematics.

The course will provide academic confidence in key areas of the natural sciences for 1-7 level pupils. Emphasis is placed on developing knowledge and expertise that ensures the youngest pupils' progression in basic subjects in the natural sciences, and facilitates further academic development. Essential parts of this competence will further develop the pupils' conceptualization, exploration and science language and will train pupils to systematize, analyze, argue and communicate results. Field activity in different ecosystems plays a crucial part in the course. Didactics and subjects are taught in an integrated way so that the student gains professional confidence in the act of teaching.

The course does not cover the entire academic breadth of the elementary school subject for levels 1-7. The breadth can be achieved by taking Science 1 subject 1 and Science 2.

This course description for Science 1 for 1-7 is based on the National Guidelines for Primary School Teacher Education, 1-7 level from 2016.

Learning outcome

KNOWLEDGE

The student

• has knowledge of conceptualization and development of scientific language in the primary levels
• has knowledge of basic skills in science
• has knowledge of enquiry learning methods in science
• has knowledge of the use of varied learning arenas
• has knowledge of the body's organ systems
• has knowledge of the life cycle of selected organisms
• have knowledge of puberty, sexuality and the relationship between health and lifestyle and how to conduct dialogical teaching on the theme
• has knowledge of life processes in plants, humans and other animals and how waves, sound and light affect these
• has knowledge about cell structure and life processes in cells
• has knowledge of teaching for sustainable development, with a focus on local and global environmental challenges
• has knowledge of ecosystems and species and groups of organisms that are adapted to the nature and environment of Norway
• has knowledge of external and internal geological processes on earth, with focus on quaternary geology

SKILLS

The student

• can plan, execute and reflect on his or her own teaching at the primary and lower secondary level, based on research, theory and practice, with a particular focus on inquiry-based learning
• can plan, implement, and integrate all basic skills in own science teaching - introducing science to pupils at the primary level in such a way that the pupils develop an understanding of systems in science, connections and the importance of the subject in society
• can discuss and argue for progression in learning in science
• can conduct interdisciplinary teaching inside and outside the classroom
• can carry out activities and measurements in biology, both indoor and outdoor, with the use of relevant equipment, assessing necessary security measures and making calculations with and without digital tools
• can use formative assessment as a basis for facilitating teaching and adapted training in science at the primary and lower secondary level

GENERAL COMPETENCY

The student

• can discuss his or her own role, practice and development opportunities as a science teacher
• has insight into how ethics, values and attitudes can affect science education
• has competence in information search and source assessment in science

Learning methods and activities

Varied forms of work will be adapted to the different parts of the subject. Experience-based and inquiry-based learning based on student-active learning elements such as field work (observation, exploration and mapping of nature), outdoor teaching and laboratory work (experiments and activities) are central. Introduction to, and simple use of, ICT tools, academic and didactic, to animations, simulations and modeling within the natural science theme are part of the structure of the students' digital competence. The lecture form, together with class teaching, will be used to provide an overview, clarify academic problems, present central knowledge and work with examples and tasks. Student-active forms of work with self-study, individual work and work in groups with assignments and projects are important parts of the study. Literature, teaching materials and other learning sources will be given in both Norwegian and English. Students are expected to master both languages at a level that enables the use of these learning sources. Furthermore, the students are expected to use the university's library and other sources of information to learn actively and prepare for planned teaching.

The students' work will be assessed with both formative and summative assessment methods. During the course, the students will be given a number of compulsory work requirements, written and oral assignments and practical work. The details in connection with the organization of the teaching can be found in the semester plan.

Compulsory assignments

• mandatory assignments according to emnebeskrivelse

Specific conditions

Recommended previous knowledge

It is advantageous to have a background from one or more of the subjects of physics, chemistry, biology and mathematics from high school.

Course materials

The final syllabus will be published on Blackboard before the start of the program.

Credit reductions