Course Topics
See the individual course modules

Teaching format
Lectures and laboratories (see detailed explanations for individual modules)

Educational objectives
Skills - to recognise and use the potential of games and everyday situations in kindergarten for mathematical and scientific learning in the content areas addressed in the module - to observe, analyse, plan and design learning-promoting support for learning processes in kindergarten and school lessons in mathematics (content area number/arithmetic) as well as biology and chemistry (interdisciplinary also physics) based on the framework guidelines for kindergarten and primary school in South Tyrol, always with a view to the interdisciplinarity required in kindergarten and primary school - to promote general, process-related maths and science skills - for the qualitative, process-oriented assessment of competences/learning levels and for dealing with heterogeneity in a way that promotes learning in the content areas addressed in the module Expected learning outcomes and competences: Knowledge and understanding - Knowledge and understanding of the educational objectives of the framework guidelines for kindergarten and primary school related to the mathematical and scientific content areas covered, taking into account the general (process-related) mathematical and scientific competences throughout - Basic mathematical knowledge and fundamental insights into elementary mathematical structures and relationships in the content area "Number" (arithmetic); knowledge and understanding of current development models for the acquisition of arithmetic skills as well as current didactic concepts for promoting and further developing these skills - Knowledge and understanding of basic chemical-physical and biological concepts and their interdisciplinary connection; knowledge and understanding of basic relationships between animate and inanimate nature in the immediate living environment; knowledge and understanding of current concepts for the didactic implementation of the learning content addressed in the sense of moderate constructivism. Applying knowledge and understanding - Expertise in solving elementary mathematical tasks relevant to kindergarten and primary school in different ways and in justifying the mathematical correctness of such different solutions - Expertise in planning, implementing and evaluating qualitative, process-oriented learning assessments in the mathematical content areas covered - Expertise in identifying intuitive concepts and theories of children and pupils on scientific topics - Expertise in planning settings that promote learning in the mathematical and scientific content covered, taking into account heterogeneous learning requirements Judgement - Competence in the technically and didactically sound assessment of the potential of everyday and play situations for maths and science education in kindergarten as well as of tasks, exercise forms, learning environments, methods and didactic materials for the further development of maths and science skills in primary school in the content areas covered - Expertise in differentiated reflection on one's own and others' attitudes towards mathematics and science, their significance for learners, school and society, as well as attitudes towards learning mathematics and science Communication - Ability to present the content and contexts covered in a precise and target group-appropriate manner in both specialised and everyday language - Competence to present their own thought processes and solution strategies in an intersubjectively comprehensible way - Knowledge of the importance of language skills for learning arithmetic and science and of suitable forms of promoting these in kindergarten and primary school Learning strategies - (Further) development of cross-content and content-specific problem-solving strategies - (Further) development of the ability to independently learn and deepen subject-specific and didactic content

Assessment
Comprehensive final written examination (3 hours total working time) on the content covered in the course. The written examination consists of one part each on the mathematical and scientific topics.

Evaluation criteria
The content of the lectures in mathematics education and biology and chemistry education is assessed in a written examination. Performance in the laboratories is assessed on the basis of written assignments, which must be completed outside of laboratory sessions by the specified deadlines. Active participation in the laboratories is required. The performance assessment of the written examinations and work assignments takes into account the correctness of content and language, accuracy and clarity, in particular when applying the content taught in the course to the examination tasks (transfer performance); correct use of technical language; reference to specialist literature; depth and comprehensibility of the required reflection and argumentation. In order to successfully complete the course, all four sub-courses must be passed individually. If this condition is met, the overall assessment will take into account the performance in the sub-courses in proportion to the respective course's share of the total credit points for the course. As a consequence of the number of ECTS foreseen for each module and the necessary rounding, the written test in Mathematics counts for 11/30 in the final grade, the activities carried out in the Mathematics laboratory for 5/30, the written test in Biology and Chemistry for 9/30 and the activities carried out in the Biology and Chemistry laboratory for 5/30. In the event of a negative assessment of the course, any positively assessed partial examinations will be credited the next time the course is taken. Please note, however, that even in this case, a negative assessment will count toward the number of examination attempts. According to the examination regulations, failing the course three times will result in a three-term suspension from taking the examination (see also Article 6, Paragraph 4 of the current examination regulations).