Thanks to this Postgraduate diploma you will become an excellent professional in the teaching of Physics and Chemistry in High School Education"

The electromagnetic spectrum, lasers, fission, and fusion processes, or advances in food and health are due to the areas of physics and chemistry. Knowing, therefore, not only the basic concepts, but going a step further and observing their direct application are key to productive and engaging learning for high school students. 

The mission of attracting and captivating the young student in High School Education is much simpler through the application of the most innovative methodologies in accordance with the subject matter being taught. For that reason, TECH has designed this Postgraduate diploma in Physics and Chemistry Teacher Training in High School Education. 

A program that will take the high school students over 6 months to delve into the main content to be addressed in this subject, therefore the syllabus design of the same, the programs and teaching units, and the many digital resources available to teach these specialties. 

This extensive syllabus is completed by video summaries of each topic, detailed videos, specialized readings and case studies that can be easily accessed from any electronic device with an Internet connection. 

In this way, TECH offers an excellent opportunity to progress professionally in the education sector through a university program in accordance with current times and compatible with the most demanding responsibilities. 

Bring to your subject new teaching-learning approaches in Physics and Chemistry for High School Education students"

This Postgraduate diploma in Physics and Chemistry Teacher Training in High School Education contains the most complete and up-to-date educational program on the market. The most important features include: 

• The development of case studies presented by experts in High School Education
• The graphic, schematic, and eminently practical contents of the program provide practical information on those disciplines that are essential for the professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative methodologies 
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection work
• Content that is accessible from any fixed or portable device with an Internet connection

With the Relearning system, used by TECH, you will be able to reduce the number of hours you need to study and consolidate the new concepts in a much easier way"

The program’s teaching staff includes professionals from the field who contribute their work experience to this educational program, as well as renowned specialists from leading societies and prestigious universities. 

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive education programmed to learn in real situations. 

This program is designed around Problem-Based Learning, whereby students must try to solve the different professional practice situations that arise throughout the program. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts.

Create teaching experiments with your high school students to make learning Physics and Chemistry more attractive"

You have at your disposal multimedia pills that will allow you to delve into the main evaluation systems in high school and vocational education"

The syllabus of this university program has been prepared by a large team of professionals with extensive experience in the education sector. In this way, the students will have access to a syllabus structured in 3 modules that will lead them to know the most appropriate contents to be taught in High School Education, the methodology and teaching to be applied. All this, in addition, without investing a large amount of study hours, thanks to the Relearning system, used by TECH in all its programs. 

The case studies shown in this program will lead you to be able to integrate this methodology and teaching in your daily classes"

Module 1. Complements for the Disciplinary Formation in Physics and Chemistry

1.1. History of Chemistry

1.1.1. Starting from the Beginning: Antiquity
1.1.2. From the Middle Ages to the Renaissance and the Modern Age
1.1.3. 19th Century Chemistry Teachers and the Chemical Industry
1.1.4. Classification of the Elements
1.1.5. What does History Tell Teachers?
1.1.6. History of Science in the Classroom
1.1.7. Classroom Proposal: The Development of Atomic Theory

1.2. History of Physics

1.2.1. Classical Antiquity
1.2.2. The Medieval
1.2.3. From the Renaissance to the Baroque
1.2.4. Enlightenment
1.2.5. Liberalism
1.2.6. The Present Era
1.2.7. Role of the History of Physics in the Teaching of Physics
1.2.8. Example of Activities with a Historical Approach
1.2.9. Conclusions and Future Perspectives of Teaching through History

1.3. Physics and Chemistry in Technology and Society

1.3.1. Is Science Necessary?
1.3.2. Physics and its Advances for Society: The Electromagnetic Spectrum, Laser, and Fission and Fusion Processes
1.3.3. Physics, Chemistry and Nanotechnology
1.3.4. Chemistry in Food and Health

1.4. Impact of Physics and Chemistry on the Environment

1.4.1. Environmental Health
1.4.2. General Concepts about Contaminants
1.4.3. Water Pollution
1.4.4. Soil Pollution
1.4.5. Atmospheric Pollution
1.4.6. Waste Analysis
1.4.7. Carbon Cycle
1.4.8. Climate Change

1.5. Chemical Process, Risk, Green Chemistry, Biomass

1.5.1. Chemical Process
1.5.2. Green Chemistry
1.5.3. Global Objectives of Sustainable Chemistry
1.5.4. Example of Biomass

1.6. Everyday Situations for Physics and Chemistry: Problem Solving Examples

1.6.1. The Origins, Historical Review
1.6.2. Disconnection between Science and Everyday Life
1.6.3. Development of Everyday Situations in the Context of Physics and Chemistry
1.6.4. Elaboration and Sequencing of Sessions Based on the Development of Everyday Science in the Classroom
1.6.5. Resources to be Used in the Application of Everyday Science
1.6.6. Teaching through Problems
1.6.7. Solving Everyday Chemistry Problems
1.6.8. Solving Everyday Physics Problems

1.7. Educational and Cultural Value of Physics and Chemistry

1.7.1. Science in ESO from the Perspective of Scientific Literacy
1.7.2. Chemistry in the High School: for a Chemistry in Context, Historical Evolution
1.7.3. Physics in the High School: For a More Attractive Physics

1.8. The laboratory of Physics and Chemistry

1.8.1. Instruments and Laboratory Equipment
1.8.2. Measurement of Experimental Quantities and Calculation of Errors
1.8.3. Treatment of Experimental Results
1.8.4. Magnitudes, Units and Symbols
1.8.5. The Use of Sensors and Automatic Data Acquisition Equipment in Practical Work
1.8.6. Examples of Laboratory Practices Using Sensors
1.8.7. The Virtual Laboratory in Physics and Chemistry

1.9. Design of Didactic Experiments

1.9.1. Critical Analysis of the Usual Laboratory Practices
1.9.2. Laboratory Practices as Research
1.9.3. An iIlustrative Example: The Study of the Fall of Bodies

1.10. Safety Rules in the Laboratory

1.10.1. Laboratory Work Habits
1.10.2. Handling and Storage of Chemical Products
1.10.3. Procedures to be Followed in the Event of an Accident
1.10.4. Waste Disposal and Management

Module 2. Physics and Chemistry Syllabus Design

2.1. Curriculum and its Structure

2.1.1. School Syllabus: Concept and Components
2.1.2. Curriculum Design: Concept, Structure and Functional Criteria
2.1.3. Levels of Syllabus Specification
2.1.4. Syllabus Model
2.1.5. Educational Programming as a Working Tool in the Classroom

2.2. Legislation as a Guide and Key Skills

2.2.1. Review of Current National Legislation
2.2.2. What are Competencies?
2.2.3. Types of Skills
2.2.4. Key Competencies
2.2.5. Description and Components of Key Competencies

2.3. Spanish Education System Teaching Levels and Modalities

2.3.1. Education System: Interaction between Society, Education and the School System
2.3.2. The Educational System: Factors and Elements
2.3.3. General Characteristics of the Spanish Educational System
2.3.4. Configuration of the Spanish Educational System
2.3.5. Compulsory High School Education
2.3.6. High School
2.3.7. Professional Formation
2.3.8. Artistic Education
2.3.9. Language Teaching
2.3.10. Sports Education
2.3.11. Adult Education

2.4. Analysis of the Syllabus in Relation to the Field of Sciences

2.4.1. A Review of Educational Laws
2.4.2. Types of Subjects According to the LOMCE
2.4.3. The Organization of Compulsory High School Education in Relation to Sciences
2.4.4. The Organization of the High School in Relation to Sciences
2.4.5. The Organization of the Professional Training in Relation to Sciences

2.5. Didactic Programming I

2.5.1. The Teaching Specialty
2.5.2. Regarding the Autonomy of the Centers
2.5.3. Annual General Programming
2.5.4. Educational Projects at the Center
2.5.5. Introduction to the Didactic Programming
2.5.6. General Characteristics in Programming The Context
2.5.7. Syllabus Elements: The Stage Objectives
2.5.8. Science Contents in ESO
2.5.9. Science Contents in High School

2.6. Didactic Programming II

2.6.1. What is a Didactic Program: Justification, Characteristics and Functions?
2.6.2. The Importance of the Context: Educational Center, Students and Social Environment
2.6.3. Elements that Should be Part of Programming: Objectives, Methodology, Skills and Contents
2.6.4. Skill Based Programming
2.6.5. The Use of ICTs to Support Teaching Work
2.6.6. Methods, Principles and Methodological Strategies
2.6.7. Evaluation Criteria and Evaluable Learning Standards

2.7. Didactic Programming III Methodology, Design of Activities and Evaluation

2.7.1. Elements that Should Be Part of Programming: The Evaluation
2.7.2. Assessment Procedures, Criteria and Instruments
2.7.3. Attention to Diversity
2.7.4. What is to Evaluate?
2.7.5. Evaluation Processes Competency-Based Assessment
2.7.6. Assessment Criteria vs. Assessment Tools

2.8. The Didactic Unit Activities

2.8.1. The Concepts and the Reality of the Student Ways of Approach
2.8.2. Types of Activities
2.8.3. The Temporalization
2.8.4. Attention to Diversity
2.8.5. The Research Model as Action
2.8.6. Critical Reflection of the Teaching Activity

2.9. The Didactic Unit Exemplifying

2.9.1. The Didactic Unit in ESO
2.9.2. The Didactic Unit in High School
2.9.3. Editorials and Teaching Work

2.10. Professional Formation

2.10.1. Approach to Professional Formation as a Teacher
2.10.2. Legislative Development of the Professional Formation
2.10.3. Science Content in Professional Formation
2.10.4. Programming in Professional Formation

Module 3. Physics and Chemistry Teaching

3.1. General Didactics and Science Didactics

3.1.1. Origin and Evolution of Didactics
3.1.2. Definition of Didactics
3.1.3. Internal Classification of Didactics
3.1.4. Learning to Teach Science: Science Didactics
3.1.5. Objects of Study of Science Didactics

3.2. Learning Theories Applied to the Specialty of Physics and Chemistry

3.2.1. Scientific Constructivism
3.2.2. From Data to Concepts
3.2.3. The Construction Processes of the Scientific Process
3.2.4. Previous Ideas
3.2.5. Alternative Conceptions
3.2.6. Specific Difficulties in the Learning of Chemistry
3.2.7. Specific Difficulties in the Learning of Physics

3.3. Learning Techniques and Strategies in Physics and Chemistry. Stages

3.3.1. What Are Learning Strategies?
3.3.2. Thinking Phases and Corresponding Strategies
3.3.3. Conditioning or Supporting Strategies
3.3.4. Acquisitive Stage Receptive Stage: Strategies for Information Acquisition and Selection
3.3.5. Acquisitive Stage Reflective Phase: Strategies of Knowledge Organization and Comprehension
3.3.6. Acquisitive Stage Retentive Stage: Memorization Strategies for the Storage and Retrieval of Knowledge
3.3.7. Reactive Stage Extensive-Creative Phase: Inventive and Creative Strategies
3.3.8. Reactive Stage Extensive-Reactive Phase: Strategies for Knowledge Transfer
3.3.9. Reactive Stage Symbolic Expressive Phase: Strategies for Oral and Written Expression

3.4. Teaching Methodologies Models

3.4.1. Didactic Models
3.4.2. Traditional Model
3.4.3. Discovery Teaching Modell
3.4.4. Expository Teaching Model
3.4.5. Cognitive Conflict Teaching Model
3.4.6. Guided Research Model
3.4.7. Problem-Based Learning (PBL)

3.5. Activities for Learning the Subject Problem Solving and STS Approach

3.5.1. Problem Definition
3.5.2. Types of Problems
3.5.3. Formal Thinking and Concrete Thinking
3.5.4. How to Assist Students in Learning through Problems?
3.5.5. How to Improve the Approach to Exercises?
3.5.6. STS in Education
3.5.7. Structure and Contents of Curricular Projects and Courses with an STS Approach
3.5.8. The Role of the Teacher in STS Education
3.5.9. Teaching-Learning Strategies in STS Education
3.5.10. Contextualization of Some Activities

3.6. Didactic Resources

3.6.1. .Why Perform Practical Work?
3.6.2. Types of Practical Work
3.6.3. Perceptual, Illustrative and Interpretative Experiences
3.6.4. Practical Exercises: Method and Technique Learning and Theory illustration
3.6.5. Investigations: Building Knowledge, Understanding the Processes of Science and Learning to Investigate
3.6.6. The Textbook, the Material par Excellence
3.6.7. Evaluating Curricular Materials, an Essential Requirement
3.6.8. School Excursion as a Didactic Resource
3.6.9. Initiatives for the Dissemination of Educational and Informative Experiences in Science

3.7. ICT Teaching Resources Applied to the Teaching of Physics and Chemistry

3.7.1. ICT
3.7.2. The Diversity of ICT for the Teaching of Physics and Chemistry
3.7.3. What Can Be Expected from the Use of ICT in Physics and Chemistry Courses?
3.7.4. What is Meant by Learning Physics and Chemistry through ICT?
3.7.5. Which ICT to be Chosen for Each Occasion?

3.8. General Aspects of Assessment in High School Teaching and Professional Formation

3.8.1. Evaluation: Concept and Basic Characteristics
3.8.2. Why Evaluate?
3.8.3. What to Assess?
3.8.4. Evaluation Systems
3.8.5. Types of Evaluations
3.8.6. Educational Performance: Satisfactory vs. Sufficient
3.8.7. Evaluation and Grading Criteria and Evaluable Learning Standards
3.8.8. Evaluation Sessions

3.9. The Evaluation of the Learning in the Subjects of the Specialty of Physics and Chemistry

3.9.1. Introduction to the Learning Evaluation Techniques and Instruments in Experimental Sciences
3.9.2. Observation Techniques and Instruments
3.9.3. Dialogues/Interviews
3.9.4. Review of Class Work
3.9.5. Tests
3.9.6. Surveys/Questionnaires
3.9.7. The Evaluation of Learning in the Subjects Assigned to the Specialty of Physics and Chemistry in ESO, High School and Professional Formation

3.10. Teachers in the Classroom: How to Create an Appropriate Place for Teaching-Learning?

3.10.1. The Good Development of the Classroom
3.10.2. The Motivating Teacher
3.10.3. Coexistence and Education in Values and Virtues
3.10.4. Knowledge of the Didactics of Experimental Sciences
3.10.5. Physics and Chemistry Teaching as a Research Activity

A unique training experience, key and decisive to boost your professional development"