Course content

Science 2 (1-7) draws it’s knowledge from science education, biology, physics, chemistry, technology and mathematics. The course builds on the Science 1 course. Science 2 focuses especially on environmental and sustainable development education. The student will be trained in building progression from starting science education to teaching of more advanced and complex terms. The course will develop the student’s competence in leading inquiry based teaching and learning and to build on pupils’ inquiry skills. The student will be able to facilitate learning that will give pupils a sound foundation for further learning of science in lower secondary school. Science education and science content should be seen in context. This course description for Science 2 for 1st to 7th is based on national guidelines for teacher education 1st - 7th grade from 2024.

Learning outcome

KNOWLEDGE

The student

• has knowledge on teaching methods that promote interdisciplinary learning
• has knowledge on argumentation and how to facilitate the use of argumentation in science teaching
• has in-depth knowledge on inquiry based teaching
• can evaluate and use relevant teaching aids and digital tools in science education
• has knowledge of inorganic and organic substances and their significance for living organisms and the environment
• has knowledge of basic models and theories for describing evolution and genetic variation
• has knowledge of gravity, electromagnetic fields, electronics and atomic physics and nuclear physics
• have knowledge of orders of magnitude in nature, in time and space
• have knowledge about how the universe originated and developed.
• has in-depth knowledge of education for sustainable development, with a focus on progression from knowledge to system understanding
• have knowledge of cycles in nature and how they can be linked to networks in nature and to environmental issues
• has knowledge of renewable and non-renewable energy sources and can link them to social, environmental and ethical issues
• has knowledge of weather systems and climate systems both locally and globally
• has knowledge of interdisciplinary teaching that promotes children’s and young people's action competence for a sustainable life in the future
• have basic knowledge of how to develop a research design
• have basic knowledge of principles of research ethics and privacy
• have basic knowledge of academic writing

SKILLS

The student

• can make chemical mixtures and solutions
• can facilitate practical teaching in science and technology for the youngest pupils that provides good progression between different levels
• can use creative teaching processes where scientific concepts are used to describe and explain the form and function of some technological products
• can use integrated science teaching and use science as a directing subject in interdisciplinary contexts such as technology and design
• can discuss issues related to climate change and use different representations to visualize weather systems and climate systems
• can analyze, evaluate and document students' learning in science and provide learning-promoting feedback adapted to students' prerequisites and needs
• can seek out, evaluate and refer to scientific and science didactic research, information and subject matter and apply this in teaching and discussion with colleagues
• can use integrated science teaching and use science as a directing subject in interdisciplinary contexts related to education for sustainable development

GENERAL COMPETENCE

The student

• can link the role as a science teacher to ethical, social, economic and political issues concerning science and technology in society
• has insight into subject didactic research on teaching and learning in science with a focus on progression and depth in concept formation, critical thinking and argumentation
• has insight into theory of science and methods within science didactic research and can contribute and participate in projects to develop teaching practice in science at the primary school level

Learning methods and activities

Various types of teaching tailored to different parts of the subject will be used. Experience- and inquiry-based learning based on student-active learning elements such as fieldwork (observation, investigations and investigation in nature), laboratory work (experiments) and argumentation are central. Introduction to, and use of ICT tools for scientific content and didactics, for animations, programming, simulations and modeling within science themes is part of the building of students' digital competence. Lectures and classroom teaching, will be used to provide an overview, clarify academic problems, present key knowledge and work with examples and assignments. 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 provided in both Norwegian and English. Students are expected to master both languages ​​at a level that enables the use of these learning sources. Furthermore, students are expected to actively use the university's library and other sources of information and learning and to be prepared for the planned teaching.

The Research and Development Assignment that is part of the course is pair work or an independent work with guidance. It is expected that students seek out learning material through self-study outside the organized teaching time, through work in groups and through the digital learning platform. The details regarding the organization of the teaching can be found in the semester plan.

Compulsory assignments

• mandatory assignments according to emnebeskrivelse

Specific conditions

Recommended previous knowledge

The students should have participated in Science 1 (30 sp) or similar courses in order to start the Science 2 course. Participated in this context means that all compulsory assignments from Science 1 are approved.

Course materials

The final reading list will be announced on Blackboard before the start of semester.

Credit reductions