LibGuides: M.Ed on Education and Innovation: EDUB1-Curriculum Progression and Development in Biology

Ebooks

Science Education by Keith S. Taber (Volume Editor); Ben Ben Akpan (Volume Editor)
ISBN: 9789463007481
Publication Date: 2017-01-01
This book comprises a wide range of scholarly essays introducing readers to key topics and issues in science education. Science education has become a well established field in its own right, with a vast literature, and many active areas of scholarship. Science Education: An International Course Companion offers an entry point for students seeking a sound but introductory understanding of the key perspectives and areas of thinking in science education. Each account is self-contained and offers a scholarly and research-informed introduction to a particular topic, theme, or perspective, with both citations to key literature and recommendations for more advanced reading. Science Education: An International Course Companion allows readers (such as those preparing for school science teaching, or seeking more advanced specialist qualifications) to obtain a broad familiarity with key issues across the field as well as guiding wider reading about particular topics of interest. The book therefore acts as a reader to support learning across courses in science education internationally. The broad coverage of topics is such that that the book will support students following a diverse range of courses and qualifications. The comprehensive nature of the book will allow course leaders and departments to nominate the book as the key reader to support students--their core 'course companion' in science education.
Learning Progressions in Science by Alicia C. Alonzo (Volume Editor); Amelia Wenk Gotwals (Volume Editor)
ISBN: 9789460918247
Publication Date: 2012-07-30
Learning progressions--descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council, 2007)--represent a promising framework for developing organized curricula and meaningful assessments in science. In addition, well-grounded learning progressions may allow for coherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classroom and large-scale assessments.
Teaching secondary biology by editor, Michael Reiss.
ISBN: 9781510462564
In this book, our aim is to help biology to be taught so that students at
secondary school (we have in mind particularly the 11–16 age range) build an
excellent understanding of the subject, enhance their interest in it and learn
to connect ideas from disparate areas of biology. There are twelve chapters,
this one and then eleven that look at particular areas within biology – such as
‘cells’ or ‘evolution’ – and discuss how each might be taught.
Visible Learning for Science, Grades K-12: What Works Best to Optimize Student by Fisher, D., Frey, N., & Hattie, J.
ISBN: 9781506394213
Publication Date: 2018
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.
The Learner-Centered Curriculum by Michael Harris; Reinhold R. Hill; Maryellen Weimer (Foreword by); Roxanne Cullen
ISBN: 9781118049556
Publication Date: 2012-03-20
THE LEARNER-CENTERED CURRICULUM "If an institution is to be truly learner-centered, all processes and practices need to be learner-centered, and the curriculum is no exception."--From the Preface The Learner-Centered Curriculum is for educators and administrators who envision an educational environment that produces students who are creative and autonomous learners. By encouraging an appreciation and adoption of learner-centered practices, educators can transform their curricula to become more focused on the learner. The book presents a framework for curriculum design based on learner-centered principles while at the same time offering technical advice on implementation as well as the strategic use of assessment, technology, and physical spaces to support innovative design. The authors include several examples of existing curricula that illustrate their framework in practice. Throughout the book, they emphasize the need for assessment, both formative and summative, stressing the point that assessment is an effective driver of change. The book includes a wide variety of options both for individual classroom practice and for programmatic assessment. The Learner-Centered Curriculum explores the current technology and tools available to educators that can support learner-centered practices and foster autonomous learning and demonstrates how technology can assist in removing some of the obstacles to achieving a learner-centered design. In addition, the authors explain the importance of physical spaces in relation to learner-centered curricular design and show how to tie renovation to curricular implementation to foster incentive to innovate and provide a physical manifestation of learner-centered principles.

Software and Online Resources

Ministry of Education Science Curriculum

Journal Articles

Week 1

Introduction to Course: Curriculum Progression and development Overview of models and trends in curriculum development Classroom-level curriculum development

Required reading:

Week 2

The science and biology curriculum: key concepts and big ideas.

Concepts that underpin the science and biology curriculum

Required Reading:

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
Association for Science Education, (2021). Teaching secondary biology

(3^rd edition). Hodder Education. Chapter 1.

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 biology curriculum: process skills and epistemic beliefs/nature of science

Skills and beliefs that underpin the science and biology 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
Kampa, N., Neumann, I., Heitmann, P., & Kremer, K. (2016). Epistemological beliefs in science—a person-centered approach to investigate high school students' profiles. Contemporary educational psychology, 46, 81-93. https://doi.org/https://doi.org/10.1016/j.cedpsych.2016.04.007

Week 4

The biology curriculum: Progression pathways.

Conceptual and skill progression across the cycles.

Required reading:

Various curriculum documents for local and international curricula. Ministry of Education Science Curriculum National curriculum in England: science programmes of study Next Generation Science Standards

Recommended reading:

Gotwals, A. W., Alonzo, A. C., (2012) Leaping Into Learning Progressions in Science. In: Alonzo A.C., Gotwals A.W. (eds) Learning Progressions in Science. SensePublishers. https://doi.org/10.1007/978-94-6091-824-7_16
Jackson, F. (2020, December 1). Developing Curriculum Progression – forwards, backwards, up, down and across. Cambridge Assessment International. https://blog.cambridgeinternational.org/developing- curriculum-progression-forwards-backwards-up-down-and-across/

Week 5

Classroom strategies for curriculum progression in biology

Biology Learning Made Visible – progression in learning

Assignment 1 due

Required Reading:

Association for Science Education, (2021). Teaching secondary biology (3^rd edition). Hodder Education. Chapter 2-11 depending on topic.
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

Week 6

Classroom strategies for curriculum progression.

Step 1: Surface Learning

Required Reading:

Association for Science Education, (2021). Teaching secondary biology (3^rd edition). Hodder Education. Chapter 2-11 depending on topic.
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)

Week 7

Classroom strategies for curriculum progression.

Step 2: Deep Learning

Required Reading:

Association for Science Education, (2021). Teaching secondary biology (3^rd edition). Hodder Education. Chapter 2-11 depending on topic.
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 (pp. 81-124)

Week 8

Classroom strategies for curriculum progression.

Step 3: Science Transfer

Required Reading:

Association for Science Education, (2021). Teaching secondary biology (3^rd edition). Hodder Education. Chapter 2-11 depending on topic.
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 4 (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 9

Evaluating Curriculum Developments

Meeting the UAE standards

Required Reading:

Teacher Standards for the UAE: [here] UAE inspection framework: [here

Week 10

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
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 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)

M.Ed on Education and Innovation: EDUB1-Curriculum Progression and Development in Biology

COURSE DESCRIPTION

Ebooks

Software and Online Resources

Journal Articles