EDUS1 - Curriculum Progression and Development in Science - M.Ed on Education and Innovation - LibGuides at Emirates College for Advanced Education

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.
Visible Learning for Science, Grades K-12 : What Works Best to Optimize Student Learning by John T. Almarode, Douglas Fisher, Nancy Frey, and John Hattie
ISBN: 9781506394213
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.
Learning Progressions in Science by Alicia C. Alonzo (Volume Editor); Amelia Wenk Gotwals (Volume Editor)
ISBN: 9789460918223
Publication Date: 2012-01-01
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. Because of the promise that learning progressions hold for bringing organization and structure to often disconnected views of how to teach and assess science, they are rapidly gaining popularity in the science education community. However, there are significant challenges faced by all engaged in this work. In June 2009, science education researchers and practitioners, as well as scientists, psychometricians, and assessment specialists convened to discuss these challenges as part of the Learning Progressions in Science (LeaPS) conference. The LeaPS conference provided a structured forum for considering design decisions entailed in four aspects of work on learning progressions: defining learning progressions; developing assessments to elicit student responses relative to learning progressions; modeling and interpreting student performance with respect to a learning progressions; and using learning progressions to influence standards, curricula, and teacher education. This book presents specific examples of learning progression work and syntheses of ideas from these examples and discussions at the LeaPS conference.
The Big Ideas in Physics and How to Teach Them by Ben Rogers
ISBN: 9781315305431
Publication Date: 2018-04-18
The Big Ideas in Physics and How to Teach Them provides all of the knowledge and skills you need to teach physics effectively at secondary level. Each chapter provides the historical narrative behind a Big Idea, explaining its significance, the key figures behind it, and its place in scientific history. Accompanied by detailed ready-to-use lesson plans and classroom activities, the book expertly fuses the 'what to teach' and the 'how to teach it', creating an invaluable resource which contains not only a thorough explanation of physics, but also the applied pedagogy to ensure its effective translation to students in the classroom. Including a wide range of teaching strategies, archetypal assessment questions and model answers, the book tackles misconceptions and offers succinct and simple explanations of complex topics. Each of the five big ideas in physics are covered in detail: electricity forces energy particles the universe. Aimed at new and trainee physics teachers, particularly non-specialists, this book provides the knowledge and skills you need to teach physics successfully at secondary level, and will inject new life into your physics teaching.
Teaching Secondary Biology (Michael J. Reiss (editor) etc.)
ISBN: 9781510462564
Enhance your teaching with expert advice and support for Key Stages 3 and 4 Biology from the Teaching Secondary series - the trusted teacher's guide for NQTs, non-specialists and experienced teachers.
Written in association with ASE, this updated edition provides best practice teaching strategies from academic experts and practising teachers. Refresh your subject knowledge, whatever your level of expertise. Gain strategies for delivering the big ideas of science using suggested teaching sequences. Engage students and develop their understanding with practical activities for each topic. Enrich your lessons and extend knowledge beyond the curriculum with enhancement ideas. Improve key skills with opportunities to introduce mathematics an....
Teaching Secondary Chemistry by Keith Taber
ISBN: 9781444124323
Key concepts in chemistry -- Introducing particle theory -- Introducing chemical change -- Developing models of chemical bonding -- Extent, rates and energetics of chemical change -- Acids and alkalis -- Combustion and redox reactions -- Electrolysis, electrolytes and galvanic cells -- Inorganic chemical analysis -- Organic chemistry and the chemistry of natural products -- Earth science -- Chemistry in the secondary curriculum.

Resources

Week 1

Introduction to Course: Curriculum Progression and development 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
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:

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.
Taber, K., & Taber, K. (2012). Teaching secondary chemistry. Hodder Education. Chapter 1.
Rogers, B. (2018). The Big Ideas in Physics and How to Teach Them: Teaching Physics 11–18. Routledge. Chapter 0

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
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 science curriculum: Progression pathways.

Conceptual and skill progression across the cycles.

Required reading:

Various curriculum documents for local and international curricula.

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/

LEAPING FORWARD Next Steps for Learning Progressions in Science

Week 5

Classroom strategies for curriculum progression

Science Learning Made Visible – progression in learning

Required Reading:

Association for Science Education, (2021). Teaching secondary biology (3^rd edition). Hodder Education. Chapter 2-11 depending on topic.
Rogers, B. (2018). The Big Ideas in Chemistry and How to Teach Them: Teaching Chemistry 11–18. Routledge. Chapters 1-5 depending on topic
Rogers, B. (2018). The Big Ideas in Physics and How to Teach Them: Teaching Physics 11–18. Routledge. Chapters 1-5 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 (3rd edition). Hodder Education. Chapter 2-11 depending on topic.
Taber, K., & Taber, K. (2012). Teaching secondary chemistry. Hodder Education. Chapter 2-11 depending on topic.
Rogers, B. (2018). The Big Ideas in Physics and How to Teach Them: Teaching Physics 11–18. Routledge. Chapters 1-5 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)

CHAPTER 2- SCIENCE SURFACE LEARNING MADE VISIBLE

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.
Taber, K., & Taber, K. (2012). Teaching secondary chemistry. Hodder Education. Chapter 2-11 depending on topic.
Rogers, B. (2018). The Big Ideas in Physics and How to Teach Them: Teaching Physics 11–18. Routledge. Chapters 1-5 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.
Taber, K., & Taber, K. (2012). Teaching secondary chemistry. Hodder Education. Chapter 2-11 depending on topic.
Rogers, B. (2018). The Big Ideas in Physics and How to Teach Them: Teaching Physics 11–18. Routledge. Chapters 1-5 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:

Jin, H., Mikeska, J. N., Hokayem, H., & Mavronikolas, E. (2019). Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature. Science Education, 103(5), 1206-1234. https://doi.org/10.1002/sce.21525
Wiser, M., Smith, C. L., & Doubler, S. (2012). Learning progressions as tools for curriculum development: Lessons from the inquiry project. Learning progressions in science (pp. 357-403). Brill.Top of Form

M.Ed on Education and Innovation: EDUS1 - Curriculum Progression and Development in Science

COURSE DESCRIPTION

eBooks

Resources