Activities to develop:

Step 1: Competencies and skills

The document "Some Aspects of Natural Science Literacy and the Proficiency of Elementary Teachers"
shows different skills, competencies, and knowledge that primary science teachers should have. Read
it and talk about them. Mention why you think they are important, which ones are challenging for
teachers, and other things. Provide specific examples for some of these competencies and skills. Only
one work will be delivered by the entire group.

Natural science proficiency of primary teachers is one of the constituent parts of general professional
competence, it is important that elementary school students receive a considerably high education in the
field of natural science education in the process of study and teaching and learning processes, due to
this, primary teachers face various challenges that are the good use of ICT, didactic preparation,
systematic and complete education and training in natural sciences, among others, so that all this Lead
students to value and respect science.

Paso 2: estrategias

El documento "Estrategias didácticas en la enseñanza temprana de las ciencias" presenta las

estrategias más comunes que los maestros aplican, según este estudio de investigación. Míralos y
describe sus características. Para eso, en grupo, cree una tabla donde explique de qué trata cada
estrategia y presente un par de ejemplos para ilustrarlos. Recuerde presentar los ejemplos con temas
específicos de cualquier materia de ciencias.

Didactic Characteristics Examples

strategies

Experience They are based on the important role of There is much more seeking and
oriented lesson experience in classes. Also, it stands for a discovering, more life-like didactic
conscious base of learning. situations are present. Example:
in case students are seeing the
  topic about planets, they can go
Experience-oriented lessons enable pupils to a planetarium, and they can
to gain their own experience during lessons share their experience about
that help them in understanding the study learning about them. 
content.
 
It provides a more complete viewpoint on the
study content, it can be beneficial because it
has an important impact on the co-
operational culture, and reflective teaching
intensified (Polak 2004)  

Project lesson Project lesson (PL) involves learning new Students who learn in a PL
concepts and skills via engagement with in- environment tend to enjoy school,
depth and long-term projects. Many take an active role in their own
  examples of project-based learning take learning, and internalize concepts
place in the context of science and social in a deep and lasting way.
studies classes.
In early childhood, project lesson
Projects depend on the underlying goals and for preschool students helps
range from web design to movie making, children understand that they can
from science experiments to broad survey take a hands-on role in their own
projects. Teachers can identify important learning. Project lesson for
questions or objectives and design kindergarten is a great way to
comprehensive projects that will enable teach children that school is fun
students to develop relevant skills while and that the activities they do in
completing them. school are authentic and
meaningful. Project lesson for first
When developing project-based learning grade can often capitalize on
experiences, teachers can consider what big students' new literacy and math
ideas are most important and how a project skills and continue to develop
will help students explore these ideas. their depth of understanding and
Sometimes, projects develop organically agency over their learning.
over time in the context of the curriculum.
Otherwise, teachers can save time and A PL environment can also be
locate relevant ideas for project-based meaningful for special
learning by exploring the many resources populations. For example, project
available online and in teaching handbooks. lesson for students with special
needs can help capitalize on
students' strengths as a way of
compensating for any challenges
they face. Because project lesson
is active and differentiates
learning, a PL environment is
usually a very inclusive one where
all students can succeed.

Problem lesson They are oriented to solve different simple or For an environmental education
complex problems and are presented from class. Students are asked to think
  questions and tasks. about situations that affect the
environment in their school
  environment, around their home
Motivates students to achieve teaching or in the city.
objectives.  
 
It favors a high cognitive concentration in the Each student understands the
students, combining previous knowledge, situation they encountered.
creative thinking, criticism and divergence.  
  The various situations are noted
New knowledge is acquired on the board.

   

Students look for answers, data, draw The teacher asks the students to
conclusions and establish hypotheses. select the most problematic
situations or the one that they
  could work best.
 They are problematic lessons, which direct
students to find the core and principles of a
situation
 
Research  
lesson
Team lesson
Team lessons are more or less about the
close collaboration of two or more teachers. there is only one teacher who has
It talks about two forms of team lessons,
coordinated team lessons and associated
team lessons.
allows better communication within the
classroom.
they provide a more complete view of the
study content.
Have a significant impact on cooperative
culture and reflective teaching can be
intensified.
 
Then, distributed by groups of 5
people, each one chooses a
situation that they must propose
as a problem based on a question
that they should ask in relation to
the situation and which they must
solve, from practical activities,
investigations, hypotheses, visits
and actions that give solutions to
this problem
 
In the coordinated team lessons,
primary responsibility and
coordinates the work of other
teachers and the associated team
lesson there is a closer
connection and cooperation
between teachers, It is a common
planning and implementation of
the classes and with the division
of responsibilities, being able to
make the team lessons more
flexible, Example: In the first year
of the nine-year primary system,
where there is often cooperation
between teachers and educator,
we can discuss the team's
associated lessons. The conduct
of team lessons is not only linked
to the first year of the nine-year
primary education system, but
also, by leading classes, teachers
of related subjects can come
together with a purpose, so that
students acquire knowledge more
complete and deep.
Paso 3: experiencia

Teniendo en cuenta estas estrategias (experiencia, proyectos, problemas, investigación, trabajo en

equipo), cada uno de ustedes dirá cuál prefiere y por qué, y cómo aplicaría la estrategia en su propia
experiencia profesional. Escribe un par de párrafos que describan eso.

En esta parte, cada uno de ustedes presenta el informe individual, y todos los informes deben agregarse
al documento final.

In my personal context, the team lesson is very useful both in the field of science and in the other fields
of education, because this team lesson allows for better communication within the classroom, allowing
us to provide a point of view more exhaustive on The important contents of study in reflective teaching
in the fields of educational sciences, which allow cooperation between teachers and educators.

On the other hand, taking into account my professional experience, I would apply this strategy every
year of the educational system, so that when directing classes, teachers of related subjects can unite
with a purpose, so that students acquire a more complete knowledge and deep.

Paso 4: resolver

Regrese al caso presentado para este curso y resuelva la siguiente situación: imagine que el director de la
escuela le ha pedido que presente su candidatura como maestro de ciencias primarias. Para eso, es
necesario que presente una propuesta didáctica. Para la propuesta, tenga en cuenta todo el
conocimiento que ha construido en este curso y los valores, políticas y el enfoque curricular de la
escuela. Presente una propuesta única como grupo.

Recuerde que, dado que se trata de un trabajo colaborativo, debe elegir uno de los roles que se
presentan a continuación para desarrollar el trabajo y organizar el trabajo final. Asegúrese de cumplir
con las responsabilidades del rol que elija. Eso será evaluado.