Natural Science 2 (5-10)

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. The student should also have some knowledge of how to safeguard multicultural perspectives in science education and contribute to respect for the traditional knowledge of the Sami and other indigenous peoples about nature and the use of natural resources. 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.

KNOWLEDGE

The student

• has knowledge of argumentation and how to facilitate argumentation in science teaching
• has knowledge of inquiry based teaching
• can assess and use relevant teaching materials and digital tools in science teaching
• has knowledge of relationships in the periodic table and of the significance and cycles of key substances in natural science and environmental contexts
• has knowledge of basic models and theories for describing evolution and genetic variation
• has basic knowledge of the gravitational field, the electromagnetic field and electronics
• has basic knowledge of atomic and nuclear physics
• has knowledge of phenomena outside the solar system and how the universe has arisen and developed
• has knowledge of cycles in nature and how they can be linked to connections in nature and 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 and climate systems both locally and globally
• has knowledge of interdisciplinary teaching that promotes children and young people's action competence for a sustainable life in the future
• has basic knowledge of creating a research design
• has basic knowledge of research ethics principles and privacy
• has basic knowledge of academic writing

SKILLS

The student

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

GENERAL COMPETENCE

The student

• can link his/her own role as a science teacher to ethical, social, economic and political issues that concern 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 conceptualization, critical thinking and argumentation
• has insight into theory of science and methods in science education research and can contribute and participate in projects to develop teaching practice in science

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.