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M.Ed on Education and Innovation: EDUGS4: Evidence-based Approaches to Teaching and Learning in Science II

Course Description

This course focuses on key principles, in both theory and practice, of effectively engaging students in science learning. Students will develop a comprehensive understanding of pedagogical science in education which will encourage learner autonomy, participation and engagement, ultimately to enhance attainment. The course will support in-service teachers to consolidate their experience in reflective practice, and to develop science learning experiences which are both challenging and stimulating. There is an emphasis on supporting learners to develop strategies to strengthen their skills and understanding, as well as the means of creating a supportive classroom learning environment which allows for a wide diversity of both student engagement and expression preferences, in order to create inclusive environments which foster growth and development. Science education classroom experiences which extend outside of the classroom to both informal and formal science learning are also explored, enabling teachers to design lessons which reflect reallife experiences for students and provide authentic, genuine science learning experiences. These experiences are implicitly intertwined with technology applications and platforms, thus supporting teachers to ensure that technology plays a prominent role in their classroom practice too.

Books

Course Resources

 

Week 1

Introduction to Course

Course Overview Evidence Based Approaches: How relevant is research to science education?

Required Reading

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Week 2

 

Self-Regulation and Metacognitive Strategies in the Science Classroom (I) Practical Examples and Applications

Required Reading:

Recommended Reading:

 

Week 3

 

Self-Regulation and Metacognitive Strategies in the Science Classroom (II) Practical Examples and Applications

Required Reading:

 

Week 4

 

Tacit Knowledge in Science Making implicit learning explicit

Required Reading:

  • Brock, R. (2017). Tacit knowledge in science education: The role of intuition and insight in teaching and learning science. In Science Education (pp. 133- 142). Brill Sense.
  • Fraser, S., Beswick, K., & Crowley, S. (2019). Making tacit knowledge visible: Uncovering the knowledge of science and mathematics teachers. Teaching and Teacher Education, 86.https://doi.org/10.1016/j.tate.2019.102907

 

 

 

Week 5

Real-life applications of science (I) Relating science to the current and future lives of students

Required Reading:

Week 6

 

Real-life applications of science (II) Relating science to the current and future lives of students

Required Reading:

  • Tolppanen, S., Vartiainen, J., Ikävalko, V. M., & Aksela, M. (2015). Relevance of non-formal education in science education. In Relevant Chemistry Education (pp. 335-354). Sense.

 

 

Week 7

 

Learning Experiences outside of the formal Science Classroom Environment Providing for Learning outside the classroom.

Required Reading:

  • Rumjaun, A. B. (2017). Educational visits and science education. In Science education (pp. 415-429). Sense.
  • Miyake, S. (2017). Learning science in informal contexts. In Science Education (pp. 431-442). Sense.

Recommended Reading:

 

 

Week 8

 

Dialogic Teaching in science

 

 

Week 9

 

Talking about Science!

Promoting Argumentation in Science

Required Reading:

 

 

Week 10

 

Inclusive Science Education (I) Creating an inclusive science classroom environment for all learners

Required Reading:

Routledge. (Chapter 23)

Recommended Reading:

 

 

Week 11

 

Inclusive Science Education (II) Creating an inclusive science classroom environment for all learners

Required Reading:

Recommended Reading:

 

PDFs of Chapters