Bachelor of Science Teaching
Duration: 8 semesters
Modality: Face-to-face
Call: Annual
Faculty of Pedagogy and Educational Innovation, Mexicali.
+52 (686) 689-08-20
https://fpie.mxl.uabc.mx/programas-educativos/docencia-de-las-ciencias/
Whoever graduates from the educational program of the Bachelor of Science Teaching will be able to work in different sectors and areas:
Public sector:
- Educational institutions developing science teaching
- Educational institutions developing management activities in areas of science teaching
- Production centers for teaching resources for science
Private sector:
- Educational institutions developing science teaching
- Educational institutions developing management activities in areas of science teaching
- Production centers for teaching resources for science
As an independent professional:
- In the creation of your own company where scientific skills are developed, through the offer of continuing education and the creation of teaching materials and resources
- In public and private educational institutions offering training to teachers in the area of science
- Free exercise of the profession independently in science consultancies
Train teaching professionals for the interdisciplinary study and solution of problems in experimental sciences applied to scenarios and/or contexts in the educational, social and community field, of a local, regional, national and international nature.
1
Generate an interdisciplinary program that trains teaching professionals in experimental sciences, with a broad vision of the problems that occur in educational settings and contexts in Mexico, with a social and community sense, attached to the framework of educational policies.
2
Train quality and competitive teaching professionals in the area of experimental sciences, with high discipline of study and basic and applied research. The trained academic staff will have the capacity to: (a) participate in academic groups in Higher Education Institutions; (b) integrate into teaching in basic (secondary) and upper secondary education institutions; (c) join Environmental Technological Development Centers; (d) independent entrepreneurship professional; and/or (e) join the various government entities.
3
Implement innovative pedagogical strategies to: (a) analyze phenomena related to physics, chemistry and biology in the teaching and learning process; (b) acquire scientific, didactic, communicative, digital, social, problem-solving and management skills; (c) design, implement and evaluate science and community projects; (d) promote scientific vocations, as well as the dissemination and dissemination of science; (e) undertake and innovate in teaching practice; and (g) be a subject of change in education in Mexico.
4
Strengthen the integration of interdisciplinary educational topics that are observed in the problems identified in experimental sciences.
5
Promote links with the educational, social, community, government and civil society sectors, through: (a) specific research agreements; (b) continuing education programs; (c) development of interdisciplinary technical teaching material and scientific dissemination; (d) professional advice; and (e) innovative schemes for the provision of pedagogical services.
It must possess the following characteristics:
General knowledge in:
- Basics of biology, physics, chemistry and mathematics
- Of symbols and formulas
- Basic notions of the social and humanistic area
- Linguistic elements that allow you to communicate orally and in writing
- Notions of analytical and deductive reasoning for problem solving
Skills:
- Problem solving through various approaches
- Develop consistent procedures when working with science
- Argue the procedures used in resolving activities
- Self-learning
- Creativity
- Organizational capacity
- Adaptation to various teaching methods and techniques
- Oral and written communication
- Basic use of new technology tools
- Participate collaboratively in work teams
- Ease of human relationships
Attitudes and values:
- Willingness and vocation for teaching
- Interest in studying and mastering physics, chemistry, biology, their didactics and their applications
- Discipline for work
- Analytics and criticism
- Innovative
- Proactive and purposeful
- Cooperative and collaborative
- Willingness and adaptation to new environments
- Interest in continuous learning
- Interest in educational problems in their various areas
- Responsibility
- Social commitment
- Respect for diversity
- Freedom
- Perseverance
- Solidarity
- Honesty
- Commitment and respect for diversity
- Respect for life and the environment
- Empathy
- Conduct and evaluate teaching and learning processes in diverse educational scenarios, through planning and application of pedagogical methods, strategies and techniques, to develop in basic (secondary) and middle level students superior, knowledge and skills of related sciences to physics, chemistry and biology, with a responsible, purposeful attitude and innovative.
- Manage educational projects based on knowledge, methods and techniques that integrate the disciplines of physics and chemistry and biology, to promote and build scientific thinking in basic (secondary) and upper secondary education students; with a reflective and purposeful attitude, which activates interest in nature and respect for the environment.
- Explain phenomena related to experimental sciences: physics, chemistry and biology, through the application of methods and scientific techniques, for dissemination and dissemination that promotes scientific literacy; with honesty, collaboration and attitude criticism.
- You must also demonstrate command of English with some of the options: level 4 of the diagnostic exam of the Faculty of Languages, accredit the English I and English II learning units, taught at the Faculty of Pedagogy and Educational Innovation.
Curriculum
| Subject | Credits | Mandatory |
|---|---|---|
| Context and Educational Policy | 6 | ✓ |
| Learning Theories | 6 | ✓ |
| History and Challenges of Education in Mexico | 6 | ✓ |
| Introduction to Scientific Thinking | 6 | ✓ |
| Diversity and Human Rights | 7 | ✓ |
| Human Development | 8 | ✓ |
| Strategic Communication | 6 | ✓ |
| General Didactics | 8 | ✓ |
| Reading and Writing Strategies | 8 | ✓ |
| Descriptive Statistics | 8 | ✓ |
| Mathematical Logical Thinking | 6 | ✓ |
| Development of Digital Skills | 5 | ✓ |
| Education, Values and Social Responsibility | 8 | ✓ |
| Philosophy of Science | 6 | |
| Ethics of the Profession | 6 | |
| Teaching and Learning Strategies | 6 |
| Subject | Credits | Mandatory |
|---|---|---|
| Teaching Biology | 7 | ✓ |
| Mechanics | 7 | ✓ |
| General Chemistry | 7 | ✓ |
| General Biology | 7 | ✓ |
| Learning Assessment | 6 | ✓ |
| Algebra | 6 | ✓ |
| Didactic Strategies for Active Learning | 6 | ✓ |
| Physics Teaching | 7 | ✓ |
| Electromagnetism | 7 | ✓ |
| Quantitative and Qualitative Chemical Analysis | 7 | ✓ |
| Biochemistry | 7 | ✓ |
| Administration of Experimental Sciences Laboratories | 6 | ✓ |
| Differential and Integral Calculus | 6 | ✓ |
| Chemistry Teaching | 7 | ✓ |
| Waves, Optics and Fluids | 7 | ✓ |
| Inorganic Chemistry | 7 | ✓ |
| Cell Biology | 7 | ✓ |
| Diagnosis for Science and Community Projects | 8 | ✓ |
| Modern Physics | 7 | ✓ |
| Physicochemistry | 7 | ✓ |
| Microbiology | 7 | ✓ |
| Entrepreneurship Strategies | 7 | ✓ |
| Virtual Science Laboratory | 6 | |
| Theory and Group Dynamics | 6 | |
| Development of Social-Emotional Skills | 5 | |
| Tutoring in Basic and Higher Secondary Education | 6 | |
| Youth Social Inclusion | 6 | |
| Emotional Pedagogy | 6 | |
| Educational Leadership and Innovation | 7 |
| Subject | Credits | Mandatory |
|---|---|---|
| Research and Teaching Intervention | 8 | ✓ |
| Geography and Earth Sciences | 7 | ✓ |
| Organic Chemistry I | 7 | ✓ |
| Dissemination and Dissemination of Science | 7 | ✓ |
| Ecology and Environment | 5 | ✓ |
| Organic Chemistry II | 7 | ✓ |
| Biophysics | 6 | |
| Health Sciences | 6 | |
| Molecular Biology | 6 | |
| Contemporary Science | 6 | |
| Creativity and Innovation in STEAM Model | 6 | |
| Intellectual Property Protection | 6 | |
| Design of Learning Objects | 6 |
Curriculum Map
