This course focuses on key principles, in both theory and practice, of effectively engaging students in physics learning. Students will develop a comprehensive understanding of pedagogical physics 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 physics 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. Physics education classroom experiences which extend outside of the classroom to both informal and formal physics learning are also explored, enabling teachers to design lessons which reflect real- life experiences for students and provide authentic, genuine physics 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 
Handbook of Research on Science Education by 
Relevant Chemistry 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:
Week 6
Real-life applications of science (II)
Relating science to the current and future lives of students
Required Reading:
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.
Croxton, D., & Kortemeyer, G. (2017). Informal physics learning from video games: a case study using gameplay videos. Physics Education, 53(1). https://doi.org/10.1088/1361-6552/aa8eb0
Recommended Reading:
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:
Recommended Reading:
Week 10
Inclusive Science Education (I)
Creating an inclusive science classroom environment for all learners
Required Reading:
Routledge. (Chapter 23). Only Read Online Access
Recommended Reading:
Week 11
Inclusive Science Education (II)
Creating an inclusive science classroom environment for all learners
Required Reading:
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.
