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M.Ed on Education and Innovation: EDUGS2 - Evidence-based Approaches to Teaching and Learning in Science I

Course Description

 

This course focuses on the theories and principles of learning design in science and their application in the science classroom and laboratory. Students will develop a comprehensive understanding of relevant theories and practice in the science teaching profession and then critically reflect on selected pedagogical practices and the overarching nature of science education in the UAE context. This evaluative process will allow them to successfully apply relevant principles and theories from current research, such as inquiry-based learning and other student-centred strategies, to develop engaging and challenging science learning experiences. Students will also learn the skills needed to continue to develop as science teachers by learning how to critically self-evaluate their own professional practice against professional standards and will develop highly specialised knowledge and skills within the science teaching profession in order to become lifelong learners and leaders of learning in their field

Books

Course Resources

 

Week 1

Introduction to Course

Learning to be a science teacher Course Overview

Required Reading

Dillon, J., & Manning, A. (2010). Science Teachers, Science Teaching: Issues and Challenges. In J. Osborne & J. Dillon, (Eds.), Good practice in science teaching: What research has to say. McGraw-Hill.

Toplis, R. (2015). Learning to teach science in the secondary school: A companion to school experience (4th ed.). Routledge. (Chapter 1)

 

 

Week 2

Effective Teaching Practices for Secondary Science

What does the research say?

Required Reading

Luft., J.A. & Dubois, S.L. (2017). Essential Instructional Practices for Science Teaching. In K. S. Taber & B. Akpan (Eds.), Science education: An international course companion. Sense Publishers.

Holbrook, J. (2017). 21st Century Skills and Science Learning Environments. In K.S. Taber & B. Akpan (Eds.), Science EducationAn international course companion.Sense

 

Week 3

Inquiry-based Learning (1)

Practical Examples in the Science Classroom A Critical Overview of Research Evidence

Required Reading

Riga., F., Winterbottom., M., Harris., E. & Newby, L. (2017). Inquiry based science education. In K. S. Taber & B. Akpan (Eds.), Science education: An international course companion. Sense Publishers.

Recommended Reading

Cobern, W. W., Schuster, D., Adams, B., Applegate, B., Skjold, B., Undreiu, A., & Gobert, J. D. (2010). Experimental comparison of inquiry and direct instruction in science. Research in Science & Technological Education, 28(1), 81-96. https://doi.org/10.1080/02635140903513599

 

 

Week 4

Inquiry-based Learning (1)

Linking the Use of Metacognitive Strategies with Inquiry-based Learning (IBL) in the Science Classroom

Required Reading

Seraphin, K. D., Philippoff, J., Kaupp, L., & Vallin, L. M. (2012). Metacognition as means to increase the effectiveness of inquiry-based science education. Science Education International, 23(4), 366-382. https://files.eric.ed.gov/fulltext/EJ1001630.pdf

Harlen, W. (2018). The Teaching of Science. 7th Edition. Routledge. (Chapter 8: Learning through Inquiry)

 

 

Week 5

 

Active Learning Approaches in Science: Bridging the gap between Theory and Practice

Required Reading

Crawford, B. A., & Capps, D. K. (2018). Teacher cognition of engaging children in scientific practices. In Cognition, metacognition, and culture in STEM education (pp. 9-32). Springer.

Toplis, R. (2015). Learning to teach science in the secondary school: A companion to school experience (4th ed.). Routledge. (Chapter 5)

 

 

 

Week 6

Effective Teaching Strategies in Science

Hands on science activities with real-life applications

Required Reading

Hattie, J. (2018). Visible Learning for Science, Grades K-12: What Works Best to Optimize Student Learning. Corwin. Chapter 1 (p. 23-37)

Ross, K., Lakin, L., McKechnie, J., & Baker, J. (2010). Teaching secondary science: Constructing meaning and developing understanding. Routledge.

 

 

Week 7

Planning and Preparation for Effective Pedagogy Lesson planning (I)

Required Reading

Harlen, W. (2018). The Teaching of Science. 7th Edition. Routledge. (Chapter 20: Class level planning)

 

 

Week 8

Planning and Preparation for Effective Pedagogy Lesson Planning (II)

Required Reading

Toplis, R. (2015). Learning to teach science in the secondary school: A companion to school experience (4th Ed.). Routledge. (Chapter 4)

 

 

Week 9

Micro-Teaching

 

 

Week 10

Strategies for teaching “Hard to teach” (H2T) topics (I)

Using examples for the Science Classroom

Required Reading

Hattie, J. (2018). Visible Learning for Science, Grades K-12: What Works Best to Optimize Student Learning. Corwin. (Chapter. 5)

Toplis, R. (2015). Learning to teach science in the secondary school: A companion to school experience (4th Ed.). Routledge. (Chapter 3)

 

 

Week 11

Professional learning and meeting teaching standards as a science teacher through critical reflection.

Required Reading

Teacher standards: [link to most updated version will be added]

UAE inspection framework: [link to most updated version will be added]