ByME Physics and
Chemistry2
Programme
Secondary stage: Year 2
In accordance with Royal Decree 1105/2014, of 26 December, which establishes the core curriculum for compulsory secondary education and baccalaureate level.
Contents
Introduction3
Methodological guidance5
Contributing to developing key competences6
Overall stage objectives18
Cross-curricular elements and values education19
Attention to diversity20
Encouraging reading20
Cooperative learning21
Evaluation of teaching practice22
Introduction
According to Royal Decree 1105/2014, of 26 December, which establishes the core curriculum for compulsory secondary education and baccalaureate level, the teaching of Physics and Chemistry plays a central role in the development of students, and together with other disciplines shoulders the responsibility for promoting the acquisition of the necessary competences for active integration into society. As a scientific discipline, it additionally provides students with specific tools allowing them to face a more secure future, participating in the economic and social development that is linked to scientific, technological and innovative ability in society. To consolidate these expectations, the teaching of this subject must promote contextualised learning that relates the prevailing principles with the historical evolution of scientific knowledge; which establishes the relationship between science, technology and society; reinforces verbal reasoning, the ability to establish quantitative and spatial relations, as well as problem solving with accuracy and thoroughness.
The subject of Physics and Chemistry is taught in two cycles in the compulsory secondary stage and in the first year of the baccalaureate level.
The first cycle of compulsory secondary education must reinforce and extend knowledge on natural sciences that has been acquired by students in the primary education. The different concepts are to be introduced with a focus mainly on phenomena, and as such, the subject is presented as the logical explanation of all that the student is accustomed to and knows. It is important to highlight that in this cycle the subject of Physics and Chemistry may be the last time that students study this subject, and therefore the main priority has to be that of contributing to establishing a basic scientific culture.
In the second cycle of compulsory secondary education and the first year of the baccalaureate level this subject has, on the contrary, an essentially formal nature and is focused on providing students with the specific abilities associated to this discipline. With a similar sequencing of material, students in the fourth year of compulsory secondary education will cover the foundation for content which is later seen in more academic depth by those in the first year of the baccalaureate level.
The first section of contents, common to all levels, is designed to develop abilities of scientific work, with observation and experimentation as the basis for knowledge. The contents of this set will be developed across the curriculum throughout the year, using the generation of hypotheses and data gathering as essential steps for resolving any type of problem. Skills must be developed for handling scientific equipment, as experimental work is one of the cornerstones of Physics and Chemistry. It also works on presenting results obtained from graphs and tables, drawing conclusions and contrasting them with a literature review.
In compulsory secondary education, the subject and its changes are dealt with in the second and third sets of content, respectively, covering the different aspects sequentially. The first cycle progresses from macroscopic to microscopic studies. The macroscopic approach allows the concept of material to be introduced from direct experimentation, through examples and everyday situations, while seeking a descriptive approach for microscopic study. The second cycle sequentially introduces the modern concept of the atom, the chemical link and naming of chemical compounds, as well as the concept of mole and stoichiometric calculations; in the same way, organic chemistry is approached including a description of the functional groups present in biomolecules.
The difference between phenomenological and formal approaches is clearly presented in the study of physics, which covers movement and forces and energy, in sections four and five respectively. In the first cycle, the concept of force is introduced empirically, through observation, and movement is apparent by its relation to the presence or absence of forces. In the second cycle, and organised in the same sections as the previous, the study of physics nevertheless introduces the formal structure of the subject in a progressive way.
In the first year of the baccalaureate level, the study of chemistry has been set out in four sections: quantitative aspects of chemistry, chemical reactions, energy transformations and spontaneity of reactions and carbon chemistry. The latter takes on particular significance in its relationship with other disciplines that are also studied at baccalaureate level. The study of physics is built on a sequential approach (kinematic, dynamic, energy) outlined in the second cycle of compulsory secondary education. The mathematical requirements of physics takes on ever-greater relevance at this level and therefore, the chemistry sections should be studied first, so that students have the chance to acquire the tools required for this during their maths studies.
Information and communication technologies should also be dealt with specifically during the study of this subject. The students in compulsory secondary education and baccalaureate level for whom this core curriculum has been designed are digital natives and, as a result, are familiar with the presentation and digital transfer of information. The use of virtual interactive applications allows practical experiences to be conducted that due to infrastructure would not be feasible in other circumstances. On the other hand, the possibility of accessing a large amount of information involves the need to classify it according to its relevance, which helps to develop students' critical ability.
Lastly, the creation and defence of research work on proposed or free-choice topics is aimed at developing independent learning for students, furthering or extending content related to the curriculum and improving technological and communicative skills.
Methodological guidance
The project is based on the following methodological principles of teaching-learning:
• Appropriate selection and sequencing of content. The method structure facilitates the relationship between concepts and content to reinforce topics covered.
• Meaningful learning.Any learning for the student is presented, as far as possible, based on knowledge from experiences that the student already has, facilitating learning how to learn. In this sense, an inductive methodology must be favoured, which allows the student to learn the theory for themselves from different activities, so that learning is as intuitive as possible.
• Functional approach. The student must be encouraged to look at the practical and critical aspects of what they have learnt.
• Student motivation. The need for the student to adopt an active role in the teaching-learning process is satisfied through a proposal that attempts to convert learning into a motivating experience. For this reason, among other items, a meta-cognitive question is included at the beginning and the end of each unit, encouraging the student to become aware of the point of learning and that which they have achieved.
• Progress and reinforcement of learning. The process of teaching-learning must strike a balance between reinforcing assimilated learning and introducing new items. It is paramount that the relationships between different contents are always sought, as well as the link between these and the real and everyday life of students.
• Attention to the diversity of different learning styles of students. In order for the teaching staff to adapt the teaching-learning process to the diversity of the classroom and the different learning styles of each student, this project must provide teachers with an extensive and varied set of materials and teaching resources. These include, in addition to the student's book and the teaching guide, material for attention to diversity and evaluation and an e-book, which includes multimedia resources, interactive activities and a test generator. Various educationally-innovative proposals are offered based on group work, problem-solving and encouraging entrepreneurial competence.
Contributing to developing key competences
According toOrder ECD/65/2015, of 21 January, which describes the relations between the competences, contents and assessment criteria of primary education, compulsory secondary education and baccalaureate level, key competences are an essential element in the educational process given that the process of teaching-learning has to be aimed at the personal, social and professional development of citizens. In this sense, the most significant considerations of this order regarding the integration of key competences in the educational curriculum are reflected below.
The competences are conceptualised as "know-how" which is applied to a range of academic, social and professional contexts. To enable the transfer to different contexts, understanding the knowledge contained within the competences is essential as well as its links to the practical skills and abilities it involves.
Learning by competences encourages learning processes and motivation, due to the close relationship between their components: the concept is learnt at the same time as the procedure for learning it.
The definition of key competences according to the European Union has been adopted. It is considered that "key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment". Seven key and essential competences have been identified for the welfare of European societies, economic growth and innovation, and the knowledge, abilities and essential attitudes linked to each of them have been described.
The curricular review takes the new learning requirements very seriously. Learning based on competences is characterised by its transversality, dynamism and comprehensive nature. The competence-based teaching-learning process must be employed across all knowledge areas, and by the different authorities that make up the educational community, both in formal and non-formal and informal areas; its dynamism relates to the fact that the competences are not acquired at a given moment and seem invariable, but involve a development process through which individuals acquire greater levels of performance in their use.
Description of key competences
1. Linguistic communication
Competence in linguistic communication is the result of communicative action within certain social practices, in which the individual acts with other partners and through texts in a variety of modalities, formats and media. These situations and practices can involve the use of one or various languages, in different environments and can be individually or group-based. The individual uses their repertoire of different languages, which may be incomplete but adjusted to the communicative experiences they are exposed to throughout life. The languages used may have been acquired in different ways over various periods and therefore, constitute learning experiences in the mother tongue or in foreign or additional languages.
This overview of competence in linguistic communication linked to certain social practices offers an image of the individual as a communicative agent that not only receives, but produces, messages through languages for different purposes. To assess the relevance of this statement in educational decision-making is to opt for active learning methodologies (task-based and project-based learning of problems, challenges, etc.), either in the students' mother tongue, or an additional language or a foreign language, in comparison to more traditional methodologies.
Competence in linguistic communication also represents a way of knowing about and coming into contact with cultural diversity that involves enriching own competences and acquires particular relevance in the case of foreign languages. Therefore, an inter-cultural focus in teaching and learning of languages significantly contributes to the development of students' competence in linguistic communication.
This competence is, by definition, always incomplete and constitutes a continuous and lifelong learning objective. Therefore, for satisfactory language learning, it is vital that contexts in which languages are used in a rich and varied manner are created, with regard to the tasks to be performed and the possible communicative exchanges, texts and partners.
Competence in linguistic communication is extremely complex. It is based primarily on knowledge of the linguistic component, but also how it is produced and develops in specific communicative and contextualised situations. The individual needs to activate their knowledge of the pragmatic-discourse and socio-cultural components.
This competence requires interaction with different skills, given that it is produced in many types of communication and in different media. From speaking and writing to the more sophisticated forms of audiovisual or technology-based communication, individuals participate in a complex framework of communicative possibilities thanks to which they extend their competence and their ability to interact with other individuals. For this to occur, this range of communication types and media requires more complex literacy, as part of the concept of multiple literacies, allowing the individual to participate as an active citizen.
Competence in linguistic communication is also a fundamental instrument for socialisation and harnessing of educational experiences, as a privileged way of accessing knowledge inside and outside of education. It development depends largely on whether the different types of learning occur in different contexts (formal, informal and non-formal). In this way, reading as a basic skill is especially relevant in an educational context for extending the competence of linguistic communication and learning. As such, reading is the main access route for all areas, and therefore, contact with a range of texts is fundamental for accessing original sources of knowledge.
The competence in linguistic communication is part of a framework of attitudes and values that the individual puts into operation: respect for coexistence; actively exercising citizenship; development of a critical spirit; respect for human rights and pluralism; the concept of dialogue as a primary tool for coexistence; conflict resolution and the development of affective abilities across the board; curiosity, interest and creativity in learning and the recognition of skills inherent in this competence (reading, conversation, writing, etc.) as sources of pleasure related to personal enjoyment and whose promotion and practice are essential tasks in the reinforcement of motivation towards learning.
2. Mathematical competence and basic competences in science and technology
Mathematical competence and basic competences in science and technology bring on and strengthen certain essential aspects of education that are fundamental for life.
In a society where the impact of mathematics, science and technologies is crucial, reaching and maintaining a level of social well-being requires personal decision-making and behaviours that are closely linked to critical ability and reasoned and reasonable perspectives. Mathematical competence and basic competences in science and technology contribute to this:
a) Mathematical competence involves the ability to apply mathematical reasoning and its tools to describe, interpret and predict different phenomena in context.
Mathematical competence requires knowledge about numbers, measurements and structures, as well as mathematical operations and representations, and the understanding of mathematical terms and concepts.
The use of mathematical tools involves a series of skills that require the application of mathematical principles and processes in different contexts, that may be personal, social, professional or scientific, as well as make reasoned judgements and follow lines of argument in performing calculations, analysing graphs and in mathematical representations and the manipulation of algebraic equations, including digital media wherever appropriate. This skill includes the creation of mathematical explanations and descriptions that involve the interpretation of mathematical results and reflection on their contextual suitability, as well as determining whether the solutions are appropriate and make sense in the situation in which they present themselves.
It deals therefore, with recognising the role that mathematics plays in the world and using concepts, procedures and tools to apply it to resolving problems which may arise in certain situations throughout life. Activation of mathematical competence requires the learner to be able to establish a profound relationship between the conceptual knowledge and procedural knowledge involved in resolving a certain mathematical task.
Mathematical competence includes a series of attitudes and values that are based on rigour, respect for data and veracity.
b) Basic competences in science and technology are those which bring the physical world closer, allowing responsible interactions with it through both individual and collective actions aimed at conserving and improving the natural environment and which are decisive in protecting and maintaining society's quality of life and progress. These competences contribute to the development of scientific thinking, as they include the application of methods of scientific rationale and technological skills, which lead to the acquisition of knowledge, comparison of ideas and application of discoveries for the well-being of society.
Competences in science and technology enable responsible and respectful citizens to develop critical judgements on scientific and technological facts that occur over time, either in the past or at present. These competences basically have to enable students to identify, plan and resolve everyday situations, both personal and social, at the same time as be challenged by and resolve scientific and technological activity problems.
Suitable development of competences in science and technology requires tackling scientific knowledge or know-how relating to physics, chemistry, biology, geology, mathematics and technology, which arise from concepts, processes and interrelated situations.
It also requires the promotion of skills that allow technological machines and tools to be used and handled, as well as the use of scientific data and processes to reach an objective; in other words, identify issues, resolve problems, arrive at a conclusion and take decisions based on tests and arguments.
These competences also include attitudes and values related to the adherence to science and technology's ethical criteria, interest in science, support for scientific research and the assessment of scientific knowledge; as well as a sense of responsibility for the conservation of natural resources and environmental matters and the adoption of an appropriate attitude for a physically and mentally healthy life in a natural and social environment.