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

Week 1

Introduction to Course

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

Required Reading

• Toplis, R. (2015). Learning to teach science in the secondary school: A companion to school experience (4th ed.). Routledge. (Chapter7: Is education research valuable for teachers of science?) 

Week 2

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

Required Reading:

• Avargil, S., Lavi, R., & Dori, Y. J. (2018). Students’ metacognition and metacognitive strategies in science education. In Cognition, Metacognition, and Culture in STEM Education. Springer.
• Agarwal, P. K., & Bain, P. M. (2019). Engage Students with Feedback-driven metacognition. Powerful teaching: Unleash the science of learning. John Wiley & Sons.

Recommended Reading:

• Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science education, 49(2), 121-169.  https://doi.org/10.1080/03057267.2013.847261

Week 3

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

Required Reading:

• Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in science education, 36(1), 111-139. https://doi.org/10.1007/s11165-005-3917-8
• Thomas, G. P. (2012). Metacognition in science education: Past, present and future considerations. In Second international handbook of science education (pp. 131-144). Springer.

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:

• Harlen, W. (2018). Providing for Learning outside the classroom.(pp 312-325). The Teaching of Science in primary schools. 7th Edition. Routledge. (Chapter 22) . Read Online Access

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:

• Rennie, L.J. (2013). Learning science outside of school. In S.K. Abell, K. Appleton, & D.L. Hanuscin, (Eds.). Handbook of research on science education. Routledge.

Week 8

Dialogic Teaching in science

• Ruthven, K., Mercer, N., Taber, K. S., Guardia, P., Hofmann, R., Ilie, S., ... & Riga, F. (2017). A research-informed dialogic-teaching approach to early secondary school mathematics and science: The pedagogical design and field trial of the epiSTEMe intervention. Research Papers in Education, 32(1), 18-40. https://doi.org/10.1080/02671522.2015.1129642

Week 9

Talking about Science!

Promoting Argumentation in Science

Required Reading:

• Osborne, J. (2005). The role of argument in science education. In Research and the quality of science education (pp. 367-380). Springer.
• Agarwal, P. K., & Bain, P. M. (2019). Spark Conversations with students about the science of learning. In, Powerful teaching: Unleash the science of learning. Wiley & Sons.

Week 10

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

Required Reading:

• Harlen, W. (2018). Inclusive science education. The Teaching of Science. 7^th Edition.

Routledge. (Chapter 23)

Recommended Reading:

• Reynaga-Peña, C. G., Sandoval-Ríos, M., Torres-Frías, J., López-Suero, C., Lozano Garza, A., Dessens Félix, M., & Ibanez, J. G. (2018). Creating a dialogic environment for transformative science teaching practices: towards an inclusive education for science. Journal of Education for Teaching, 44(1), 44-57. https://doi.org/10.1080/02607476.2018.1422620

Week 11

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

Required Reading:

• Scantlebury, K. & Baker, D. (2013). Gender issues in science education research: Remembering where the difference lies. In S.K. Abell, K. Appleton, & D.L. Hanuscin, (Eds.). Handbook of research on science education. Routledge.
• The Derek Bok Center for Teaching and Learning. 2017. Classroom dynamics and diversity. https://bokcenter.harvard.edu/inclusive-teaching

Recommended Reading:

• Agarwal, P. K., & Bain, P. M. (2019). Foster a Supportive Environment: Use Power Tools to reduce anxiety and strengthen community. Powerful teaching: Unleash the science of learning. John Wiley & Sons.
• Lee., O. & Luykx, A. (2013). Science education and student diversity: Race/ethnicity, language, culture and socioeconomic status. In S.K. Abell, K. Appleton, & D.L. Hanuscin, (Eds.). Handbook of research on science education. Routledge.

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