Course Objectives

Module 1: Humans and the Environment, 15 ECTS

Introduction

The course provides students with basic knowledge of human biology, with a focus on the body’s anatomy and physiology. Information about genetics and applied biology will prepare students to evaluate the consequences of developments in the sphere of genetic technology. Nutrition, health and lifestyle, as well as the human effect on the environment will also be covered. Questions related to value choices and ethics form an important part of most of the course units. Didactics is not defined as a separate course unit, but is an important part of the course considered as a whole.

Objectives

The course provides knowledge and didactic insight into the sub-field of biology which is centred on human activity. Students will:

• Learn about human anatomy and physiology.
• Learn about lifestyle and health, and the discipline of biology’s role in preventive health work.
• Learn about genetics in order to evaluate the consequences of developments in genetic technology.
• Learn about and develop opinions on environmental questions for use in teaching in schools.
• Develop skills in planning, executing, and evaluating the teaching of human biology in schools.

Course units:

1. Human biology
2. Lifestyle and health
3. Genetics and applied biology
4. Environmental studies

Human biology (5 ECTS)

This course unit provides students with knowledge regarding the structure and function of the human body. In some cases, comparisons will be made between organ development in various animals, with an emphasis on vertebrates and humans. The main focus of the course unit will be on the various organ systems in the body, their structure and functions.

Lifestyle and health (2 ECTS)

The general concept ‘health’ will form a starting point for examining the relationship between nutrition, lifestyle, and health. The causes and development of, among other things, lifestyle diseases such as cardiovascular diseases, cancer, anorexia and bulimia, and substance abuse will be discussed. The course unit will also consider how changes in living conditions may result in new types of diseases, such as allergies, sexually transmitted diseases, AIDS and mental illnesses. The course unit is per definition interdisciplinary, and moral and ethical aspects may be introduced into the coursework; a global perspective may also be important.

Genetics and applied biology (5 ECTS)

Genetic technology affects our daily lives in ever increasing degrees, in areas such as food production, diagnosis, and medicine. For this reason, knowledge about cell division, Mendelian genetics, DNA-structure, and gene regulation is important. This knowledge has helped in developing today’s genetic technology, and the application of this in various areas. Knowledge of these areas will prepare students for evaluating the consequences of developments in the field of genetic technology.

Environmental studies (3 ECTS)

The major environmental problems we are facing require a common effort to reverse negative developments. Knowledge of the consequences of human impact on the environment has for living organisms is important, but it does not provide sufficient preparation for action. Hence, the teaching of environmental studies in schools is often interdisciplinary.

Teaching and learning methods

The course is organised in a flexible way and alternates between Internet-based teaching and teaching at the university college. Most of the programme may be studied on-line using Internet. Teaching alternates between lectures, demonstrations, lab work, assignments, and exercises. The course’s teaching and learning methods reflect methods that may also be employed by teachers in schools. Student teaching practice in the subject must be coordinated with other subjects, and students must have completed teaching practice in biology during the course of their studies.

Assessment

All obligatory work must be approved, and students must participate in obligatory group work and lab work, etc., in order to qualify for final assessment. The final assessment consists of the following parts:

• 2 assignments in human biology and physiology
• 2 assignments in genetics and applied biology
• 1 assignment in lifestyle and health
• 1 assignment in environmental studies

Module 2: Biogeography and project work, 15 ECTS

Introduction

The programme is mainly organised as a distance-learning programme (Internet based), but includes one obligatory field trip. Module 2 consists of two main courses, biogeography and project work. In module 2, project work is worth 5 ECTS, and biogeography 10 ECTS.

Module 2 may be taken as a part of the General Teacher Education, or as a course in order to achieve adjunct (secondary school teacher) and a Master’s degree competency. A General Teacher Education qualification is not required for admission to the programme.

The natural sciences are an important part of our culture, and biological knowledge has always been an important basis for human activity. In biogeography, biology’s diversity and the need for preservation of ecosystems will be studied with a basis in phyto- and zoogeographic regions.

Biogeography and project work – aims:

• knowledge, experience and planning of field work.
• knowledge, experience and planning of projects.
• knowledge of the earth’s climate zones and climatic vegetation zones
• earth’s plant kingdoms and important cultural growths in the world’s agriculture
• marine biology
• specialisation in a region other than the north
• knowledge of the development of phyto- and zoogeographic regions
• knowledge of general zoogeography
• experience, planning, completing and evaluating various teaching methods, including the use of information technology in biogeography
• knowledge and experience that may stimulate further specialisation and development

Content

Biogeography

This study of biogeography is built up around phyto- and zoogeographic regions.

It will provide students with an overview of geographic localisation and the division of the main types of ecosystems on earth. Students will be introduced to the principle concepts and methods of ecosystem mapping. Factors that influence the development of various ecosystems will also be emphasised. Biological factors must be evaluated in relation to economic and cultural factors. An obligatory field course of minimum 40 hours is included. The field course should relate to the student’s region of specialisation.

The management of endangered species and the sustainable development of ecosystems constitute part of this course. Students will also work with the organisation and planning of the teaching in the biogeography course. The main course also includes the study of Nordic ecosystems.

Topics:

• Introduction to selected Quaternary geological topics
• Climate and vegetation, climatic vegetation zones
• Nordic ecosystems and types of vegetation
• Preserving biological diversity
• The cultural landscape and biological diversity
• Zoogeographic regions
• Marine biology
• Management of endangered species, regionally and globally
• Field work in the area of specialisation (Mediterranean – Mallorca)

Project Work

In module 2, students will complete a project. The project is a developmental project, in which students, in cooperation with the supervisor, choose a theme based on the topics in Module 2. Work on the project should include elements of fieldwork, and/or subject didactics where information and communications technology is used as a tool. Students and supervisors work together in planning, execution, and evaluation.

The project work may be a specialisation study, or a subject didactic developmental work. Project work may be done individually or in groups with a maximum of 3 students per group.

The subject supervisor will approve the project’s title, subject matter and approach, and supervise and assess the students during the project activity. Project work must result in a written report, which will form a part of the final assessment.

The project work is divided into 6 phases:

1. Selection of a theme
2. Definition and delimitation of the subject
3. Planning
4. Data collection, collation, and analysis
5. Writing a report
6. Assessment

Learning Methods

The curriculum is designed in such a manner that it takes into account that the programme is organised in a flexible way. Teaching and supervision will be mainly Internet-based, with also the possibility of a few workshops. The field course of 40 hours to the specialisation region (Mallorca) will be arranged during the second half of April. Teaching and learning methods include individual study with Internet-based supervision. Students may work together on the Internet via Classfronter; they will receive a brief introductory course in the use of Classfronter.

Teaching will be based upon teacher supervision, lectures on the Internet, fieldwork and supervision. Both subject and subject didactic criteria will be applied in the choice of methods. The learning methods will reflect how knowledge is attained in the scientific field of biology.

The programme includes a large project.

Assessment Methods

The final assessment will allocate a final grade from A-F. The grade will be based on an individual written examination and a project. The field course and the project must be approved before the student will be permitted to sit the final examination.

The final assessment is based on the following components:

1. Project 5 ECTS
2. Individual written examination 10 ECTS

The project counts for 33% of the final grade. The individual written examination counts for 67% of the final grade.

Minor adjustments may occur during the academic year, subject to the decision of the Dean