Course - Natural Science 2 (5-10) - MGLU3507
Natural Science 2 (5-10)
About
About the course
Course content
Science 2 (5-10) 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. Emphasis is placed on developing competence in teaching students so that they further develop and maintain a sense of discovery, wonder, enjoyment of nature and a sense of responsibility The course will develop the student’s competence in leading inquiry based teaching and learning and to build on pupils’ inquiry skills. Science education and science content should be seen in context. This course description for Science 2 for 5th to 10th is based on National Guidelines for teacher education 5th - 10th 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 that provides good progression between different levels
- 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
- can use creative teaching processes where scientific concepts are used to describe and explain the form and function of some technological products
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.
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.
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 assignements according to emnebeskrivelsen
- Mandatory assignements according to emnebeskrivelsen
Further on evaluation
Compulsory assignments:
1. Skills training with reports. 75 % participation is required for laboratory work. Compulsory participation is required for laboratory work, as described in the semester plan.
2. Essays and activities covering selected teaching goals and/or reports (orally, digitally or written) from field work, excursions, praxis or laboratory work.
3. Seminars related to the Research and Development Assignment. 75 % participation is required.
4. Texts related to the work on the Research and Development Assignment.
5. Winter excursion, practise of fieldwork methods.
No compensatory work is given for lack of mandatory presence. Mandatory work requirements are assessed as approved / not approved.
The students can be assessed, required to take part in coursework and required to attend teaching related to interdisciplinary topics.
Assessments are given as 3 partial assessments:
1.Written exam (biology and didactics), 4 hours, individual, grade A-F. Permitted aids: The curriculum in science in Norwegian school and the Core Curriculum for Norwegian school.
2.Written exam (physics and chemistry), 5 hours, individual, grade A-F. Permitted aids: The curriculum in science in Norwegian school and the Core Curriculum for Norwegian school. Tables in physics and chemistry without notes. Specific, simple calculator, cf. NTNU regulations
3. Research and Development Assignment, in pairs or individual. Grade passed/not passed
Partial assessments can be taken up or improved individually.
If the R&D assignment is not approved, you have opportunity to submit an improved assignment for assessment only once (counted as exam attempt number two). At the third exam attempt, a completely new assignment must be submitted.
There is an opportunity to complain about partial assessments in the course (not oral exam).
The students can be assessed, required to take part in coursework and required to attend teaching related to interdisciplinary topics.
Specific conditions
Admission to a programme of study is required:
Primary and Lower Secondary Teacher Education for Years 5-10 (MGLU5-10) - some programmes
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
| Course code | Reduction | From |
|---|---|---|
| LGU53004 | 7.5 sp | Autumn 2018 |
| LGU53005 | 7.5 sp | Autumn 2018 |
Subject areas
- Teacher Education
- Life Sciences
Contact information
Course coordinator
Department with academic responsibility
Examination
Examination
Examination arrangement: Aggregate score
Re-sit examination - Autumn 2025
Written exam (Biology and didactics)
The specified room can be changed and the final location will be ready no later than 3 days before the exam. You can find your room location on Studentweb.
Written exam (chemistry and physics)
The specified room can be changed and the final location will be ready no later than 3 days before the exam. You can find your room location on Studentweb.