ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 3 Expository Class: 9 Interactive Classroom: 12 Total: 75
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Soil Science and Agricultural Chemistry, Applied Didactics
Areas: Soil Science and Agricultural Chemistry, Didactics of Social Sciences
Center Faculty of Teacher Training
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
Environmental Geography and Outdoor Education
1. To know the physical aspects of the environment, in particular for the Galician geographic space.
2. To use GIS as a tool for interpretation of the territory.
3. To interrelate the environment to social and human realities.
The geographical knowledge of the environment: relief, climate, soils, vegetation and hydrography.
The geographical knowledge of the Galician environment.
Examples of organization, design and development of educational activities in nature and outdoor.
1. GEOGRAPHICAL KNOWLEDGE OF THE ENVIRONMENT.
1.1. Tectonic relief.
1.2. Rocks and landscape modeling. Morphogenetic systems.
1.3. Air masses and fronts action centers.
1.4. Climates.
1.5. Biogeography.
2. THE NATURAL ENVIRONMENT IN GALICIA
2.1. The physical environment in Galicia. Geology, geomorphology, climate, soils.
2.2. Biogeographic synopsis of Galicia.
2.3. Agriculture in education
STUDY PROGRAM OF PRACTICES
Students will practice with different types of maps and data leading to propose an educational activity in nature.
Proposals on the landscape and sustainable development is protected spaces.
Field trips will be made.
TEACHING INNOVATION
The students can participate in the volunteer programme "Aprendizaxe-Servizo", called "Plantando Cara ao Lume"
a) Basic bibliography:
Tarbuck, E. J., Lutgens, F. K., & Tasa, D. (2015). Ciencias de la Tierra. Una introducción a la geología física. Pearson.
Van Cleave, J. (2004). Ciencias de la tierra para niños y jóvenes. 101 experimentos superdivertidos relacionados con las ciencias que estudian nuestro planeta. Limusa.
b) Complementary bibliography:
Bielza de Ory, V. (Ed.) (1984). Geografía general (vol. I). Taurus.
Gómez Ruiz, M. L. (2010). El tratamiento de los procedimientos en la Geografía del Bachillerato. Nuevas propuestas de metodología activa a partir de la investigación empírica. Universidad Complutense de Madrid. http://eprints.ucm.es/
Graves, N. (2000). La enseñanza de la Geografía. Visor.
López Bermúdez, F., Rubio, J. M., & Cuadrat, J. M. (1992). Geografía física. Cátedra.
Moreno, A., & Marrón Gaite, M. J. (1995). Enseñar Geografía. De la teoría a la práctica. Síntesis.
Río Barja, F. J. (Coord.) (1996). Galicia. Geografía (vol. XVII). Hércules.
Sandoya, M. A. (2010). Trabajar con mapas en Educación Secundaria. CCS.
Torres Luna, M. P. de (Dir.) (1986). Geografía de Galicia (vols. 1-2). Xuntanza.
GENERAL SKILLS
CG5.- That students are able to design programs for educational activities in natural settings. In particular, they know design original educational activity on the natural environment previously chosen.
SPECIFIC SKILLS
CE7.- That students are able to evaluate the results of the activities and programs developed.
CE10.- That students acquire comprehensive knowledge regarding the natural environment.
The programming of the subject is prepared taking into account scenario 1: adapted normality (without restrictions to physical presence).
The expository and interactive teaching (including practices) will be face-to-face. The tutorials will be essentially face-to-face, although they may be partially carried out virtually (email, MS Teams).
The lectures will consist of lessons given by the professors, dedicated to the presentation of the theoretical, conceptual and methodological framework of the subject. The interactive classes will seek greater involvement of the students through the development of a teaching methodology centered on the student and based on the analysis of landscapes, comments on graphic and cartographic documents, as well as other activities that facilitate geographical knowledge of the natural environment. All the student's tasks (study, work, computer use, projects, readings, exhibitions, exercises, practices…) will be guided by the teachers, both in the classroom and in the tutoring sessions. In these, students will be attended to comment on specific questions in relation to their tasks or to try to solve any other difficulty of the student or group of students related to the subject. The student will be motivated to develop original and creative works directly related to the objectives of the master's degree.
The tools of the Virtual Campus will be used.
Students who were granted class attendance exemption (Instruction No. 1/2017, of the General Secretariat, on class attendance exemption in certain circumstances and Regulations for the granting of class attendance exemption approved by the Xunta de Facultade) must attend the field practices, as well as the work presentation sessions, both the one prepared jointly with the remaining subjects of module 3 and the specific work of the matter.
In general (Scenario 1: adapted normality, without restrictions to physical presence), the evaluation will focus on verifying the effective development of skills. As far as possible, the evaluation will be integrated into the teaching-learning process itself. For this, three evaluation instruments will be used:
1) Attendance and participation in the class: Weighting 10%. Competences assessed: CG5, CE7, CE10.
2) Preparation of a joint work with the remaining subjects of Module 3 ("The elements of the natural environment"): Weighting 60%. Competences assessed: CG5, CE7, CE10.
3) Preparation of specific tasks on the subject: Weighting 30%. Competences assessed: CG5, CE7, CE10.
The students who are granted the necessary class attendance waiver will carry out the joint work with the remaining subjects of module 3 (60%) and also the specific works of the subject (40%).
Classroom: 27 hours
Personal work: 48 hours
Total: 75 hours
The student is involved in the development of joint work with the other module materials, developing a collaborative work, and showing attitudes of interest and identification with the space under study.
CONTINGENCY PLAN (Scenarios 2 and 3)
TEACHING ADAPTATION MEASURES (TEACHING METHODOLOGY)
Scenario 2: distancing (partial restrictions to physical presence)
- Expository and interactive classroom can be carried out totally or partially in a virtual way teaching (MS Teams), in accordance with the provisions of the Faculty.
- The tutorials will preferably take place virtually (email, MS Teams).
Scenario 3: closure of facilities
- Teaching (expository, interactive and tutoring) will be completely virtual, using preferably synchronous mechanisms (MS Teams).
- The tutorials will be exclusively virtual (email, MS Teams).
ADAPTATION MEASURES OF THE EVALUATION (ASSESSMENT SYSTEM)
Scenario 2: distancing (partial restrictions to physical presence)
- In a similar way to scenario 1, use a continuous formative assessment system: attendance and participation in class (10%), module work (60%) and subject-specific work (30%). Telematic procedures will be used, in particular those provided by the Virtual Campus. The same criteria and necessary application procedures for the second opportunity, repeating students and students with exemption from class attendance.
Scenario 3: closure of facilities
- In this scenario, the evaluation will be equally continuous and formative: participation in virtual teaching through the tools provided by the USC (10%), module work (60%), and subject-specific work (30%). Telematic procedures will be used exclusively, particularly those provided by the Virtual Campus. The same criteria and necessary application procedures for the second opportunity, repeating students and students with exemption from class attendance.
WARNING ABOUT PLAGIARISM AND MISUSE OF TECHNOLOGIES IN PERFORMING TASKS OR TESTS
In cases of fraudulent performance of exercises or tests, the provisions of the Regulations for evaluating student academic performance and reviewing grades will apply.
Francisco Rodriguez Lestegas
- Department
- Applied Didactics
- Area
- Didactics of Social Sciences
- Phone
- 982821039
- f.lestegas [at] usc.es
- Category
- Professor: University Professor
Agustín Merino García
Coordinador/a- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- agustin.merino [at] usc.es
- Category
- Professor: University Professor
| Thursday | |||
|---|---|---|---|
| 18:00-21:00 | Grupo /CLE_01 | Galician | Classroom 22 |
| 01.20.2022 17:30-18:30 | Grupo /CLE_01 | Classroom 25 |
| 01.20.2022 17:30-18:30 | Grupo /CLE_01 | Classroom 26 |
| 07.07.2022 11:00-12:00 | Grupo /CLE_01 | Classroom 27 |