EDUSS2 - Curriculum development and progression in secondary science education - Pre-Service Secondary Postgraduate Diploma in Education - LibGuides at Emirates College for Advanced Education

eBooks

Science Learning, Science Teaching by Jerry Wellington; Gren Ireson
ISBN: 9781315623429
Publication Date: 2017-09-01
Now fully updated in its fourth edition, Science Learning, Science Teaching offers an accessible, practical guide to creative classroom teaching and a comprehensive introduction to contemporary issues in science education. Aiming to encourage and assist professionals with the process of reflection in the science classroom, the new edition re-examines the latest advances in the field and changes to the curriculum, and explores the use of mobile technology and coding, and its impact on ICT in science education. With extra tasks integrated throughout the book and a brand new chapter, 'Working scientifically', to help develop learners' investigative skills, key topics include: * The art and craft of science teaching. * The science curriculum and science in the curriculum. * Planning and managing learning. * Inclusive science education. * Laboratory safety in science learning and teaching. * Language and numeracy in science teaching and learning. * Computers and computing in science education. * Citizenship and sustainability in science education. Including points for reflection and useful information about further reading and recommended websites, Science Learning, Science Teaching is an essential source of support, guidance and inspiration for all students, teachers, mentors and those involved in science education wishing to reflect upon, improve and enrich their practice.
Visible Learning for Science, Grades K-12 by John Almarode; Douglas Fisher; Nancy Frey; John Hattie
ISBN: 9781506394183
Publication Date: 2018-03-23
In the best science classrooms, teachers see learning through the eyes of their students, and students view themselves as explorers. But with so many instructional approaches to choose from--inquiry, laboratory, project-based learning, discovery learning--which is most effective for student success? In Visible Learning for Science, the authors reveal that it's not which strategy, but when, and plot a vital K-12 framework for choosing the right approach at the right time, depending on where students are within the three phases of learning: surface, deep, and transfer. Synthesizing state-of-the-art science instruction and assessment with over fifteen years of John Hattie's cornerstone educational research, this framework for maximum learning spans the range of topics in the life and physical sciences. Employing classroom examples from all grade levels, the authors empower teachers to plan, develop, and implement high-impact instruction for each phase of the learning cycle: Surface learning: when, through precise approaches, students explore science concepts and skills that give way to a deeper exploration of scientific inquiry. Deep learning: when students engage with data and evidence to uncover relationships between concepts--students think metacognitively, and use knowledge to plan, investigate, and articulate generalizations about scientific connections. Transfer learning: when students apply knowledge of scientific principles, processes, and relationships to novel contexts, and are able to discern and innovate to solve complex problems.Visible Learning for Science opens the door to maximum-impact science teaching, so that students demonstrate more than a year's worth of learning for a year spent in school.

Course Materials

Week 1

Introduction to course: Curriculum development and progression Overview of models and trends in curriculum development Classroom-level curriculum development

Required reading:

Eilks, I., & Hofstein, A. (2017). Curriculum development in science education. In K. S. Taber & B. Akpan (Eds.), Science education: An international course companion (pp. 167-181). Brill | Sense. https://doi.org/10.1007/978-94-6300-749-8_13

Recommended reading:

Shawer, S. F. (2017). Teacher-driven curriculum development at the classroom level: implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63, 296-313. https://doi.org/10.1016/j.tate.2016.12.017

Shawer, S. F. (2017). Teacher-driven curriculum development at the classroom level: implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63, 296-313. https://doi.org/10.1016/j.tate.2016.12.017

Week 2

The science curriculum: Key concepts and big ideas

Concepts that underpin the science curriculum

Required Reading:

Wellington, J., & Ireson, G. (2012). The science curriculum and the science in the curriculum. Science Learning, Science Teaching. Chapter 3. Routledge.
Mitchell, I., Keast, S., Panizzon, D., & Mitchell, J. (2017). Using ‘big ideas’ to enhance teaching and student learning. Teachers and Teaching, 23(5), 596-610. https://doi.org/10.1080/13540602.2016.1218328

Recommended Reading:

Wiser M., Smith C.L., Doubler S. (2012). Learning progressions as tools for curriculum development. In: Alonzo A.C., Gotwals A.W. (eds) Learning progressions in science. SensePublishers. https://doi.org/10.1007/978-94-6091-824-7_16

Week 3

The science curriculum: Process skills and epistemic beliefs/nature of science

Skills and beliefs that underpin the science curriculum

Required Reading:

Harlen, W. (2015). Working with big ideas in science education. Science Education Programme (SEP) of IAP. https://www.ase.org.uk/download/file/fid/6740

Week 4

Classroom strategies for curriculum progression.

Step 1: Surface Learning

Required Reading:

Fisher, D., Frey, N., & Hattie, J. (2018). Visible learning for science, grades k-12: What works best to optimize student learning (1st ed.). Corwin. Chapter 2 (pp. 43-80)

Chapter 2

Recommended Reading:

Chin, C., & Brown, D. E. (2000). Learning in science: A comparison of deep and surface approaches. Journal of Research in Science Teaching, 37(2), 109-138. https://doi.org/https://doi.org/10.1002/(SICI)1098-2736(200002)37:2<109::AID-TEA3>3.0.CO;2-

Week 5

Classroom strategies for curriculum progression.

Step 2: Deep Learning & Science Transfer

Required Reading:

Fisher, D., Frey, N., & Hattie, J. (2018). Visible learning for science, grades k-12: What works best to optimize student learning (1st ed.). Corwin. Chapter 3&4 (pp. 81-124; pp. 125-160)

Recommended Reading:

Furtak, E. M., Thompson, J., Braaten, M., & Windschitl, M. (2012). Learning progressions to support ambitious teaching practices. In Learning progressions in science (pp. 405-433). Brill Sense. https://doi.org/10.1007/978-94-6091-824-7_17

Week 6

Curriculum Progression between lessons

Required Reading:

Wellington, J., & Ireson, G. (2012). The science curriculum and the science in the curriculum. Science Learning, Science Teaching. Chapter 3. Routledge.

Recommended Reading:

Zhai, X., & Yin, Y. (2023). Using educative learning progression to support novice science teachers’ lesson plan critiques. International Journal of Science Education, 1-30.

Week 7

Evaluating Curriculum Developments

Meeting the UAE standards

Required Reading:

Teacher Standards for the UAE: [here]

UAE inspection framework: [here]

Week 8

The Hidden Curriculum

The unintended impact of curriculum on various factors such as career aspirations, stereotype perpetuation, etc.

Required Reading:

Gündüz, M., & Gündoğdu, M. (2023). Students’ views about hidden curriculum practices in science class. African Educational Research Journal, 11(3). pp. 491-501. doi:10.30918/AERJ.113.23.072
Losioki, B. E., & Mdee, H. K. (2023). The Contribution of the Hidden Curriculum to Gender Inequality in Teaching and Learning Materials: Experiences from Tanzania. Asian Journal of Education and Training, 9(2), 54-58.

Assignment 1 due

Week 9

Evaluating curriculum developments

Teacher reflection and student voice

Required Reading:

Marcos, J. M., Sanchez, E., & Tillema, H. H. (2011). Promoting teacher reflection: What is said to be done. Journal of Education for Teaching, 37(1), 21-36. https://doi.org/10.1080/02607476.2011.538269

Recommended Reading:

McIntyre, D., Pedder, D., & Rudduck, J. (2005). Pupil voice: Comfortable and uncomfortable learnings for teachers. Research Papers in Education, 20(2), 149-168. https://doi.org/10.1080/02671520500077970

Week 10

Visible Learning

Science Learning Made Visible – progression in learning

Required Reading:

Fisher, D., Frey, N., & Hattie, J. (2018). Visible learning for science, grades k-12: What works best to optimize student learning (1st ed.). Corwin.Chapter 1 (pp. 1-42)

Recommended Reading:

Schwarz, C., Reiser, B. J., Acher, A., Kenyon, L., & Fortus, D. (2012). MoDeLS: Challenges in defining a learning progression for scientific modeling. In Learning progressions in science (pp. 101-137). Brill Sense. https://doi.org/10.1007/978-94-6091-824-7

(pp. 101-137)

Week 11

Evaluating curriculum developments

Effect sizes and Impact

Required Reading:

Fisher, D., Frey, N., & Hattie, J. (2018). Visible learning for science, grades k-12: What works best to optimize student learning (1st ed.). Corwin. Chapter 5 (pp. 161-180)

Pre-Service Secondary Postgraduate Diploma in Education: EDUSS2 - Curriculum development and progression in secondary science education

COURSE DESCRIPTION

eBooks

Course Materials