PPFD301 Science and Mathematics Education

In science didactics, the student will trough didactic theory, exercises and reflection, develop their own practice and theory of practice as a teacher in science. Through the subject students will learn to plan, implement and assess education for sustainable development with support in didactic thinking, curricula and legislation. Students will learn about the subjects history, relationship between science subjects and school subjects, and about justifications for the subjects place in school. Students learn to analyze curricula in subjects and to plan, implement and assess teaching that can promote students empowerment for more sustainable development. Science didactics must provide insight into relevant research on facilitating learning in specific subjects, and adapting the teaching to the students various requirements. Central to subject didactics is also the development of the students ability to analyze pupils learning, and to use academic characteristics for goal achievement as well as to provide good reason for assessment in the subject.

.

Knowledge

• Candidates have knowledge of the subject area's history, the subject's nature, uniqueness and place in the school and society
• has a varied repertoire of teaching strategies and working methods in the subjects
• has good insight into education for sustainable development and how this teaching can be set up to promote students' ability to act
• has insight into different academic challenges for student groups in different school types and fields of study, and how teaching in subjects can be arranged for different students
• has knowledge of the subject's role in interdisciplinary collaboration and how it can be facilitated for teaching in the three interdisciplinary themes the curricula emphasize
• have knowledge of vocational guidance in the sciences
• have knowledge of how to work systematically with basic skills and the language of the subject: concepts, genres and representations.

Skills

• Candidates can analyze curricula and develop local curricula as a basis for planning, implementation and assessment of their own teaching based on the school's management documents, research and experience-based knowledge
• can lead and motivate students in their academic work and create a constructive and inclusive learning environment
• can use different learning arenas, phenomena and students' experiences as a starting point for teaching
• can differentiate the training and identify and meet various learning difficulties in the subjects
• can use characteristics of goal achievement and provide good academic justifications, as well as use a wide range of forms of assessment that help to promote learning, and be able to help students reflect on their own learning
• can analyze curricula in subjects and develop local plans, as well as have insight into the final assessment in the subject
• can use different learning resources to promote good learning
• can lead academic conversations and lead discussions on sustainable development with students.

General competence

• Candidates can create a good connection between laws and curricula and teaching
• can orientate themselves in and relate critically to subject didactic literature
• can reflect on and develop their own teaching practice in subjects
• can critically reflect on professional, value and political issues, especially related to education for sustainable development
• can convey didactic issues, orally and in writing, at an advanced level