Unit information: Trends in Science Education Research in 2014/15

Unit name	Trends in Science Education Research
Unit code	EDUCM4001
Credit points	20
Level of study	M/7
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Dr. Cattermole
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 introduce and evaluate past, recent and ongoing work in science education research. The emphasis will be on developing understanding of research work, which has been conducted in the UK and overseas, and on the development of participants' skills in interpreting and evaluating this work. Notions of evidence-based practice and other strategies for translating research work into classroom practice will also be considered. The future needs of classroom practitioners will also be discussed.

Aims:

• To consider and interrogate a series of research projects and research themes - focussed mainly on classroom-based research.

• To discuss the aims and ethos of research in science education, the theoretical basis, methods, main findings and implications for practice.

• To develop skills in the interpretation and evaluation of research work, as well as experiencing the variety of methods and approaches available as research tools.

• To consider the interface between research in science education and science curriculum development.

• To consider how to construct a research proposal.

Intended Learning Outcomes

• Knowledge of the background, methodology and significance of a range of major research initiatives in science education, eg CLIS, CASE etc.

• Understanding of the nature and context of research in science teaching.

• Understand and critically reflect upon a range of research methodologies in science education.

• Be familiar with important recent curriculum development initiatives, eg 21st Century Science, Public Understanding of Science and understand the theoretical rationale behind these.

• Engagement in a proposal for research project.

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

The assignment will comprise either

1. A presentation on an in-depth evaluation of an existing science education research study or theme (to be negotiated with tutor)

AND

2. A report describing a science education research proposal aimed at a grant-funding body.

The assignment will require a literature review analysing a range of texts and articles relevant to the assignment context and critical reflection linking this literature to the evidence presented. It should include a bibliography.

Total: equivalent to 4,000 words

Reading and References

1. Millar, R., Leach, J. and Osborne, J. (2000) Improving science education: the contribution of research. Buckingham: Open University Press
2. Monk, M. and Osborne, J. (Eds) (2000) Good Practice in Science Teaching – What Research has to say. Buckingham: Open University Press.
3. Fensham, P.J. (2003) The Evolution of Science Education as a Field of Research Defining an Identity. Springer
4. Wellington, J.J. (2000) Teaching and Learning Secondary Science: Contemporary Issues and Practical Approaches London: Routledge.
5. Research in Science Education [journal]
6. International Journal of Science Education [journal]