Course Topics
See the individual course modules.

Teaching format
Frontal teaching, exercises, laboratory activities, classroom teaching

Educational objectives
Knowledge - the subject-specific and didactic principles, in particular the subject-immanent structures and cross-age developmental lines that must be observed in order to stimulate and support children's learning processes in physics and biology from kindergarten to the transition to secondary school as seamlessly as possible, both in a child- and subject-appropriate manner and in accordance with the children's potential - the role, significance and limits of scientific approaches to solving factual problems - of application tasks that are suitable for thematisation in kindergarten and primary school, combined with current didactic concepts for dealing with them in kindergarten and primary school Skills - to analyse and plan scientific learning in kindergarten and primary school in a technically and didactically sound manner based on the framework guidelines for kindergarten and primary school in South Tyrol and with a view to the interdisciplinarity required in kindergarten and primary school, also beyond the STEM area - for the qualitative, process-oriented recording of learning levels and for dealing with heterogeneity in a way that promotes learning in the content areas covered in the module Expected learning outcomes and competences: Knowledge and understanding Critical knowledge and understanding of the fundamental and theoretical principles of physics, biology and chemistry, combined with age-appropriate everyday experiences of children; knowledge of subject-specific research methods, also in a school context. Knowledge and mastery of the disciplinary contents of the natural sciences that are the subject of the kindergarten and primary school; knowledge of the fundamental and transversal concepts of the disciplines necessary for the understanding, knowledge and comprehension of the specific and formal language of the discipline. Knowledge of physical quantities and the main measuring instruments. Application of knowledge and understanding Ability to design didactic interventions on fundamental topics of physics, chemistry and biology, transversal to science, which actively involve children with their specificities; ability to promote children's intrinsic motivation on the problems of physics, chemistry and biology in the context of everyday situations; ability to work in groups for the design, organisation and review of pedagogical-didactic interventions in the chemical-microbiological field. Ability to use basic concepts in different contexts of everyday life; ability to use everyday language to correctly describe phenomena; ability to formalise; ability to distinguish basic concepts. Ability to plan and carry out practical and everyday experiences. Ability to collect, analyse and interpret experimental data. Ability to create diagrams, tables, etc..... for analysing, presenting and interpreting physical, chemical and biological processes. Interdisciplinary competences "soft skills" Judgement Ability to reflect autonomously and critically on the acquired physical-chemical-biological competences and the contents of the subject teaching. Students should be able to interpret natural phenomena autonomously and originally, using the elementary concepts discussed and dealt with in the course. Communication Ability to argue theoretical aspects of the disciplines of physics, chemistry and biology and their teaching clearly, effectively and across disciplines. Students should be able to communicate their thinking clearly and critically, to challenge it by identifying developments and improvements from dialogue with other students, the teacher or hypothetically the children; to communicate the content of the discipline in a child-friendly way, to be able to support children's speeches from the perspective of science education. Learning strategies Students have skills that can be used in lifelong learning strategies and have the ability to find sources to update and deepen them. Students demonstrate autonomy in learning and the ability to formulate questions, plan and synthesise actions.

Assessment
Written module examination on the topics covered in the two lectures, which are taken in two independent partial examinations (physics part, biology/chemistry part). The module examination involves solving multiple-choice tasks and answering open questions. A written elaboration and reflection on the contents of the two laboratories is required. The assessment is summative.

Evaluation criteria
In accordance with the examination regulations of the faculty, the assessment for each individual course belonging to the module must also be positive for a positive overall assessment of the module performance. If this condition is met, the overall assessment will take into account the performance achieved in the two laboratories or the two partial examinations of the written examination in accordance with the shares of these partial courses in the total number of credit points awarded for the module. The assessment will be based on correctness of content and language, accuracy and clarity, in particular in the application of the content taught in the module when completing the tasks; correct use of technical language; reference to specialist literature; depth and comprehensibility of the required reflection and argumentation. Active participation in the laboratories is required. In the event of a negative assessment of the overall module, any positively assessed parts of the module will be credited the next time you take the module examination. Please note, however, that a negative assessment will also be included in the count of examination attempts in this case. According to the examination regulations, three attempts without passing will result in a suspension for three examination dates (see also Article 6, Paragraph 4 of the current examination regulations).

Required readings

See the individual course modules.

Supplementary readings

See the individual course modules.

Further information
The course materials are provided on OLE.