Main content:
Anthropocene
Course: Children are on the trail of nature
Didactics of explorative–discovering learning in the learning area of nature
Admission requirements
STEOP, at least 100 ECTS-CP
Semester: 8
Orientation
Anthropocene
Focus
Encounters with nature
Aim
Bringing pupils closer to experiencing significant natural phenomena and supporting them in developing scientific thinking succeeds through a didactic approach that emphasises inquiry-based learning. The course focuses on learning at primary experience sites and, based on the prior knowledge of the students, teaches didactic principles and methods that are designed to encourage pupils at the primary level to assume, question, reflect, argue, and draw conclusions based on examples from the real-life environment.
Content
- Research–discovery learning in the field/at extracurricular learning sites (e.g. forests, meadows, moors, and wetlands): Field trips as a method of science and phenomena-oriented teaching at the primary level
- The influence of humans on nature with regard to the use, change, and design of natural and living spaces in the sense of environmental education for sustainable development; comparison of scientific concepts with the everyday ideas of children
- Analysis of basic interrelationships in selected natural and designed habitats on the basis of specialist literature and their inclusion in general studies as a foundation for theory-based learning opportunities
- Planning and carrying out of tests and experiments in the context of environmental education for sustainable development
- Special features of the didactic–methodical design of science lessons at the primary level
- Linguistic and methodological didactic means for the implementation of content-integrative science lessons and English lessons at the primary level
show detailsshow lessLearning outcomes/skills
The graduates ...
- can design a science- and phenomenon-oriented primary school lesson by means of excursions and field trips
- are able to integrate responsible interaction of humans with nature in the sense of environmental education for sustainable development into teaching concepts and are able to contrast scientific concepts with the everyday ideas of children
- can analyse the interrelationships of different habitats and consider research results with regard to the conditions of theory-based learning opportunities for science instruction
- are able to elaborate ecological, phenomenon-specific questions didactically and in connection with the pedagogical–practical studies
- can plan experiments and trials in the context of environmental education for sustainable development for joint implementation with pupils at the primary level
- have the necessary linguistic resources in the living foreign language English and are familiar with appropriate CLIL strategies in order to guide science and language learning both implicitly and explicitly and can provide child-friendly guidance in order to carry out observations and experiments, understand developmental processes, and acquire knowledge.
Supra-subject and transversal skills
- Environmental education
- Entrepreneurship Education
- English
Teaching and learning methods
Seminar work
Languages
Semester hours per week
3
ECTS-AP
5
Category
Focus
Type of course
Seminar (pi)
Type of assessment
digit grade
Performance records
- Oral partial performance
- Written partial performance/seminar paper
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