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.
Learning to Teach Science in the Secondary School by 
Cognition, Metacognition, and Culture in STEM Education by 
Powerful Teaching by 
Second International Handbook of Science Education by 
The Teaching of Science in Primary Schools by 
Relevant Chemistry Education by 
Science education : an international course companion by 
Handbook of Research on Science Education by
Week 1
Introduction to Course
Course Overview Evidence Based Approaches: How relevant is research to science education?
Required Reading
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:
Week 5
Real-life applications of science (I) 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.
Reiss, M.J. (2018). World views in biology education. In K. Kampourakis, K., & M.J. Reiss, (Eds.). Teaching biology in schools: global research, issues, and trends. Routledge. (Chapter 20)
Week 6
Real-life applications of science (II) Relating science to the current and future lives of students
Required Reading:
Required Reading:
Week 7
Learning Experiences outside of the formal Science Classroom Environment Providing for Learning outside the classroom.
Required Reading:
Croxton, D., & Kortemeyer, G. (2017). Informal physics learning from video games: a case study using gameplay videos. Physics Education, 53(1).
Coll, S.D., & Treagust, D. (2015). Using informal learning experiences to enhance student learning outcomes in chemistry. In I. Eilks, & A, Hofstein, A. (Eds.). (2015). Relevant chemistry education: From theory to practice. Springer.
Recommended Reading:
Week 8
Dialogic Teaching in science
Week 9
Talking about Science!
Promoting Argumentation in Science
Required Reading:
Macagno, F., & Konstantinidou, A. (2013). What students’ arguments can tell us: Using argumentation schemes in science education. Argumentation, 27(3), 225-243.
Recommended 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