Interdyscyplinary didactics of mathematics and natural sciences 0800-OG-INTERDYD

The lecture takes into account the competence needs of future / potential teachers of various fields, teaches interdisciplinary thinking, using the latest achievements of didactics and pedagogy. The aim is to provide the teacher with a specific subject of complementary competences, for the possible extension of employment opportunities at the school.

Detailed contents of the lecture:
1) Elements of general didactics and subject didactics.
2) Hyper-constructivism and neo-realism as didactic prescriptions for the twenty-first century
3) A thematic minimum set of subjects for natural sciences in the school of the XXI century.
4) Where do colors come from? Between physics, chemistry, biology and art.
5) Sounds: perception, harmony, music.
6) Birth, paradigm and limitations of mathematics. Mathematics for "citizens".
7) Earth – a unique planet: cosmology, geology, physical geography, landscapes of the Earth.
8) "Evolution – no longer just a scientific hypothesis" (JPII). Evidence, open questions, revolutionary discoveries.
9) The birth of life: aliens or the self-organization of matter? Between astro-chemistry, paleontology and bio-technology.
10) Man – what distinguishes us from others? Genetics, anthropology, culture, the question of the anthropic principle.
11) Language – innate or learned? The past and cultural unity of humanity.
12) Modern Science and the Great Historical Questions of Philosophy

Total student workload

60 hours: 30 hours of lectures and 30 hours of own acitivity (on internet or in the library)

Learning outcomes - knowledge

W1: the student knows the principles of pedagogy and didactics of natural sciences, including modern international methodologies (Pedagogical Knowledge Contents, Inquiry- based teaching, No-student left behind) W2: the student knows the key (edge-cutting) achievements of modern science from various fields of science and mathematics W3: knows the basic scientific concepts used in the common language W4: characterizes the most important scientific discoveries in the field of biology, medicine, physics, chemistry of the twentieth and twenty-first centuries

Learning outcomes - skills

Student: U1: the student operates (potentially, if equipped) with modern techniques of conducting didactic classes at school (multimedia, computer-controlled experiences, augmented reality) U2: uses the acquired information to create its own paths for teaching interdisciplinary issues U3: can create their own online materials for teaching at various educational stages U4: critically evaluates press reports on discoveries and inventions in the field of biology, medicine, physics

Learning outcomes - social competencies

Student: K1: can present the problems of modern science in a competent way K2: can interest both students and the "public" in the achievements of modern science K3: can use knowledge from other "specialties" than his own to deepen the didactic analysis of his own subject K4: aware of the limitations of scientific knowledge K5: is aware of social expectations in relation to the position of a teacher in public and private schools

Teaching methods

Many differnt (see below): lecture, laboratory, discussion, presentation, exhibition etc.

Observation/demonstration teaching methods

- simulation (simulation games)
- display
- exhibition

Expository teaching methods

- programmed material
- discussion
- narration
- problem-based lecture
- participatory lecture
- description

Exploratory teaching methods

- brainstorming
- seminar
- laboratory
- biographical
- Oxford
- round table
- panel
- project work
- classic problem-solving
- WebQuest
- experimental
- case study
- observation

Online teaching methods

- exchange and discussion methods
- methods referring to authentic or fictitious situations
- games and simulations
- cooperation-based methods
- methods developing reflexive thinking
- evaluative methods

Prerequisites

No pre-requisites: the student is expected to show interest in subject of natural science or humanities.

Course coordinators

Grzegorz Karwasz

Assessment criteria

Evaluation:
- activity during lectures
- a short essey on a chosen subject, possibly within competences studied at his/ her Faculty.

Practical placement

not applied

Bibliography

Part 1: General texts (manily in Polish)

1. G. Karwasz, J. Kruk, Idee i realizacje dydaktyki interaktywnej – wystawy, muzea i centra nauki,
Wydawnictwo Naukowe UMK, Toruń, 2012, ISBN 978-83-231-2957-8

2. G. Karwasz, Hyper-konstruktywizm jako odpowiedź na hyper-inflację informacji, w: Edukacja medialna w świecie ponowoczesnym, pod red. B. Siemienieckiego, Wyd. Nauk. UMK, Toruń, 2012, 365-386.

3. G. P. Karwasz, K. Służewski, A. Kamińska, Constructivistic Paths In Teaching Physics: From Interactive Experiments To Step-By-Step Textbooks, in: Current Tendencies and Problems in Education- 2015, Problems of Education in the 21st Century, Vol. 64, 2015, p. 6-23, ISNN 1822-7864

4. G. Karwasz, Toruński po-ręcznik do fizyki. IV Fizyka współczesna i astrofizyka, Wyd. Nauk. UMK. 2020

5. G. Karwasz, Reformy szkolne a nauczanie Przyrody, w: Edukacja przyrodnicza, pod red. Piotra Bieńka, Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie, Kraków 2016, ISBN 978-83-8084-040-9, str. 5-26

II Literature - to be chosen by students .

„Introducing Science” (2008) edition Open University, Milton Keynes, UK
1) Globar warming, pages 164
2) Earth and Space, pages 250
7) Quarks to Quasars, pages 203
8) Life in the Universe, pages 118
(available at the Libraty of Instytut Fizyki)

2. R. Toplis, Learning to Teach Science in the Secondary School, Routledge, London, 2015.

3. Robin Milar, Twenty First Century Science Insights frim the Designa and Implementation of a Scientific Literacy Approach in School Science, International Joural do Science Educations, 2006 Teaching Science in XXI Century, vol. 20, 2006

4. A Study of Thinking, Jerome S. Bruner, Jacqueline J. Goodnow, and George A. Austin, John Wiley & Sons, 1956
Biblioteka Główna UMK, 30005029208

5. Język i jego nabywanie. Debata między Jeanem Piagetem i Noamem Chomskym , opracowana przez Massimo Piatelli-Palmariniego, Wyd. IFiS PAN, Warszawa, 1995. Biblioteka Wydz. Hum. UMK 317000054735

6. G. Karwasz (koordynator) Materiały projektu EU „Science and Society” „On the Track of Modern Physics, http://dydaktyka.fizyka.umk.pl/Wystawy_archiwum/z_omegi/orchidea.html

7. G. Karwasz, Mały astronom. Przewodnik dla dzieci, Publicat Poznań, 201

8. G. Karwasz, Scienza e Fede. Un breve manuale (Arachne Editrice, Roma), materiały umieszczone w Internecie, przetłumaczone na język polski

9. Inside the didactics of colours - red-cabbage juice as a teaching tool, G. Karwasz, K. Fedus, K. Służewski, D. Stolarz, A. Krzysztofowicz, M. Gagoś, in “Color and Colorimetry Multidisciplinary Contributions”, Maurizio Rossi (ed.), Maggioli Editore, Santarcangelo di Romagna (RN), Italia, 2013

10. Selected papers from „Nature” i and „Science” (will be deliverede by the lecturer)

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 0800-OG-INTERDYD in USOSweb