Please note: you are viewing unit and programme information
for a past academic year. Please see the current academic year for up to date information.
| Unit name |
Teaching, Learning and Assessment in Science |
| Unit code |
EDUCM4000 |
| Credit points |
20 |
| Level of study |
M/7
|
| Teaching block(s) |
Academic Year (weeks 1 - 52)
|
| Unit director |
Mr. Jon James |
| Open unit status |
Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department |
School of Education |
| Faculty |
Faculty of Social Sciences and Law |
Description including Unit Aims
This unit will provide an introduction to key theories, methodologies and current issues relevant to teaching, learning and assessment in science. The emphasis will be on linking theory and practice through practical engagement with and critical analysis of a range of learning and teaching practices. The notions of the reflective practitioner and teacher-as-researcher will inform the critical frameworks offered throughout the unit. The overarching aim is to invite consideration of the implications of the ideas studied for future educational practice and/or personal research.
Aims:
- To begin an exploration of the nature of science and the components of scientific competence
- To introduce students to the key theories in the fields of psychology, philosophy and cognitive science of relevance to understanding and learning science
- To discuss research studies on the development of childrens' understanding in science
- To consider a range of science teaching strategies
- To study effective teachers in educational contexts including the school science laboratory.
- To consider the importance of representation in science: using language, symbol, static and moving image
- To consider the importance of numeracy in science: using mathematics – the conceptual difficulties and appropriate examples.
- To examine the recognition of learning in science in relation to formative and summative assessment and the implications for teaching.
Intended Learning Outcomes
- Show understanding of the nature of science and discuss the difference between scientists’ science and science in schools and other educational contexts.
- Know the key current theories of how children learn and how these can inform teaching and the management of learning.
- Evidence awareness of research into common misconceptions in science, understand the basis of these and recognise strategies for developing understanding.
- Understand and exemplify good practice in assessment of and for learning of science.
- To apply an understanding of the semiotics of representation to critique learning resources in a range of media
- Understand and exemplify ways in which the major cross-curricular themes impact upon science teaching, including communication skills and mathematics.
- Recognise good practice in science teaching and curriculum design with reference to all of the above.
Teaching Information
The teaching strategy will employ three broad approaches, where appropriate, with the aims of contextualising as well as theorising issues of central importance, the development of student autonomy, and the individualisation of study and support. These are:
Face to Face Teaching
Examples here include large and small group teaching methods, including presentations from staff and experienced professionals, debates, case study analyses, student presentations and practical workshops.
ELearning
ELearning approaches will be used to facilitate individualised study and support within the broad parameters of the units and programme. These will include: on-line discussion (with individuals and groups), online supervision and peer mentoring, guidance and feedback. Critical use of Web resources will be encouraged.
Research
Where appropriate, for example in order to provide data for analysis or to support a dissertation study, the use of action research, small-scale empirical studies and observations of professional practice will be encouraged and facilitated.
Assessment Information
Assessment is designed to be flexible according to student circumstance and inclination. The assignment aspects (see below) will relate directly to one or more of the learning outcomes specified in 15 above.
Students may select from and combine two methods of presenting their work:
- extended essays showing an in-depth understanding and integration of a number of key aspects of the course;
- critical reflective accounts of their own practice in relation to a key aspect of the course
to create a portfolio equivalent to 4,000 words. This portfolio should show evidence of data collection, theorising, relevant reading, and critical reflection.
Reading and References
- Kress, G.; Jewitt, C.; Ogborn, J. and Tsatsarelis, C. (2001) Multimodal Teaching and Learning: The Rhetorics of the Science Classroom. Advances in Applied Linguistics. Continuum Press.
- Wallace, J, and Louden, W. (2002) Dilemmas of Science Teaching:Perspectives on Problems of Practice. London:RoutledgeFarmer
- Wellington, J.J. (2000) Teaching and Learning Secondary Science: Contemporary Issues and Practical Approaches London: Routledge.
- Sears, J. and Sorenson, P. (eds) (2000) Issues in Science Teaching. London: Routledge Falmer
- Bransford, J. D., Brown, A.L. and Cocking, R. R. (Eds.) (2000) How People Learn: Brain, Mind, Experience. National Academies Press, U.S.
- International Journal of Science Education [journal]
