| Study programme competencies |
| Code | Study programme competences |
| A1 | To know the theoretical basis of interdisciplinary work and identify its centre of interest in school and non-school contexts. |
| A2 | To identify and critically analyse interdisciplinary proposals in the educational world. |
| A3 | To design, justify and evaluate in a systematic manner interdisciplinary proposals in different educational contexts. |
| A8 | To be able to defend and argue in oral and written ways the completed investigation and/or innovation work, using audio-visual aids. |
| A9 | To test and evaluate disciplinary and interdisciplinary teaching projects in real educational contexts and to promote suggestions for improvement related to the obtained results. |
| A12 | To identify the main research and innovation lines and their evolution in the area of Specific Didactics. |
| A14 | To know the different types of methodologies used in educational research considering its appropriateness for problem-solving. |
| A16 | To design, justify and evaluate research and innovation projects in the field of Specific Didactics. |
| B1 | To have and understand general knowledge to establish foundations and /or opportunities to stand out in the development and implementation of ideas, mainly in an action- research context. |
| B2 | To be able to apply the acquired foundations and their problem-solving capabilities in new multidisciplinary contexts related to the specific research areas. |
| B4 | To be able to transfer and communicate their conclusions and opinions in a clear and straight manner both in a specialized and a non-specialized audience. |
| B9 | To work in a collaborative way. |
| B10 | To be able to organize and plan in curricular and cross-curricular subjects. |
| B11 | To be able to innovate (creativity) within educational and non-educational contexts. |
| B15 | To be able to update knowledge, methodologies and strategies in their teaching practices |
| C1 | To express correctly, both orally and in written texts, in the two co-official languages of the Autonomous Community. |
| C3 | To use the main ICT’s basic tools for their professional development and for their life-long-learning process. |
| C7 | To assume as a professional and as a citizen the importance of life-long-learning. |
| C8 | To value the importance that research, innovation and technical developments have on society’s socio-economical and cultural progress. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Incorporar los proyectos de innovación, procedimientos y criterios para la evaluación conjunta de la actividad docente y el aprendizaje de las diferentes didácticas específicas. | AJ3 AJ8 AJ9 |
BJ4 |
CJ1 CJ3 CJ7 CJ8 |
| Planificar procesos de elaboración de proyectos interdisciplinares que integren de manera coherente la identidad curricular de las didácticas específicas. | AJ1 AJ2 AJ3 AJ8 AJ12 AJ14 AJ16 |
BJ1 BJ2 BJ9 BJ10 BJ11 BJ15 |
CJ3 CJ7 CJ8 |
| Desarrollar proyectos interdisciplinares innovadores orientados al desarrollo de las habilidades docentes y de investigación didáctica. | AJ1 AJ2 AJ12 AJ14 AJ16 |
BJ1 BJ2 BJ9 BJ10 BJ11 BJ15 |
CJ3 CJ7 CJ8 |
| Contents |
| Topic | Sub-topic |
| Deseño, desenvolvemento e avaluación de proxectos interdisciplinares: modelos, principios e estructura. | . |
| Estratexias metodolóxicas innovadoras no desenvolvemento de proxectos interdisciplinares. | . |
| Elaboración de proxectos interdisciplinares basados no traballo colaborativo e na mellora da práctica educativa. | . |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Document analysis | A2 A8 | 0 | 8 | 8 |
| Supervised projects | A2 A3 A8 A9 A16 B2 B9 B10 B11 | 0 | 25 | 25 |
| Directed discussion | A1 A2 A8 | 5 | 0 | 5 |
| Guest lecture / keynote speech | A1 A12 A14 B15 C8 | 11 | 9 | 20 |
| Oral presentation | A16 B4 C1 C3 | 2 | 2 | 4 |
| Collaborative learning | A3 B1 B2 B9 B10 C7 | 3 | 10 | 13 |
| Personalized attention | 0 | 0 | 0 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Document analysis | . |
| Supervised projects | . |
| Directed discussion | . |
| Guest lecture / keynote speech | . |
| Oral presentation | . |
| Collaborative learning | . |
| Personalized attention |
|
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Oral presentation | A16 B4 C1 C3 | . | 30 |
| Supervised projects | A2 A3 A8 A9 A16 B2 B9 B10 B11 | . | 70 |
| Assessment comments | |||
|
A avaliación nesta materia consistirá na presentación e defensa dun proxecto interdisciplinar, en grupos de dous ou tres estudantes, e excepcionalmente de maneira individual. O traballo consistirá na elaboración dun proxecto interdisciplinar, fundamentalmente centrado nas ciencias da natureza e nas matemáticas. O traballo escrito terá unha valoración do 70% da nota final e a presentación oral unha valoración do 30%.
Se o estudante non alcanza unha asistencia do 80% das clases presenciais deberá ser avaliado ademais de polo traballo individual e a súa presentación, por unha proba tamén individual. Neste caso os dous ítems da avaliación (traballo máis presentación e proba individual) terán unha ponderación do 50% esixíndose en cada unha delas a nota igual ou superior a 5 sobre 10. Aqueles alumnos/as con dispensa académica de exención de asistencia serán avaliados a través do traballo e a proba individual, ao igual que aqueles que non cumpran a asistencia do 80% das sesións presenciais. A nota final será a media das calificacións obtidas, solicitándose en cada unha delas unha nota igual ou superior a 5 sobre 10 para aprobar a materia". |
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| Sources of information |
| Basic |
Alsina, A (2012). Hacia un enfoque globalizado de la educación matemática en las primeras edades. Numeros, (80),7-24.
García Barros, S. Martínez Losada, C (2013). Inmersos en el aire miramos al cielo. . Barcelona: Graó
Mato-Vázquez, D.; López Chao, V. y Pérez-Mato, A. (2015). Interdisciplinaridad entre Matemáticas y Educación Plástica en educación Infantil. XII Foro Internacional sobre Evaluación de la Calidad de la Investigación y la Educación Superior In
Arbonés, J. y Milrud, P. (2001). La armonía es numérica. Música y matemáticas. España: RBA.
Cabello, A. España, E. y Blanco A. (2016). La competencia en alimentación. Barcelona: Octaedro
Ramiro, E. (2010). La maleta de la ciencia. 60 experimentos de aire y agua y centenares de recursos para todos. . Barcelona. Graó
Hernández, F. (2002). Los proyectos de trabajo. Mapa para navegantes en mares de incertidumbre.. Cuadernos de Pedagogía, 310, 78-82.
Edo, M. (2008). Matemáticas y arte en educación infantil. . Uno: Revista de didáctica de las matemáticas, 47, 37-53.
Majó Masferrer, F.; Baqueró Alos, M. (2014). Ocho ideas clave. Los proyectos interdisciplinarios . Barcelona:Graó
López Sancho, J M..; Gómez Díaz, M. J.; Refolio Refolio, M. C.; López Álvarez, J. M.; Moreno Gómez, (2009). Óptica para maestros Una aproximación del modelo de rayos para el aula de educación infantil y primaria. . Recuperado de https://digital.csic.es/handle/10261/83872
Cézar, R. F., Harris, C., & Pérez, C. A (2014). Propuestas para el tratamiento de la Competencia Matemática y de Ciencias a través de la literatura infantil en Educación Infantil y Primaria.. Números, (85), 25-39. |
| Esta bibliografía completarase no desenvolvemento da materia | |
| Complementary | |
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| Recommendations | |
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| Other comments | |