EDUCH1 - Curriculum Progression and Development in Chemistry - 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. 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 to Teach Science in the Secondary School by Rob Toplis (Editor)
ISBN: 9780415826433
Publication Date: 2015-01-19
Learning to Teach Science in the Secondary School is an indispensable guide with a fresh approach to the process, practice and reality of teaching and learning science in a busy secondary school. This fourth edition has been fully updated in the light of changes to professional knowledge and practice and revisions to the national curriculum. Written by experienced practitioners, this popular textbook comprehensively covers the opportunities and challenges of teaching science in the secondary school. It provides guidance on: * the knowledge and skills you need, and understanding the science department at your school * development of the science curriculum * the nature of science and how science works, biology, chemistry, physics and astronomy, earth science * planning for progression, using schemes of work to support planning , and evaluating lessons * language in science, practical work, using ICT , science for citizenship, Sex and Health Education and learning outside the classroom * assessment for learning and external assessment and examinations Every unit includes a clear chapter introduction, learning objectives, further reading, lists of useful resources and specially designed tasks - including those to support Masters Level work - as well as cross-referencing to essential advice in the core text Learning to Teach in the Secondary School, sixth edition. Learning to Teach Science in the Secondary School is designed to support student teachers through the transition from graduate scientist to practising science teacher, while achieving the highest level of personal and professional development.
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.
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 Chemistry by Keith S. Taber
ISBN: 9781444124323
Publication Date: 2012
This book is part of a series of handbooks for science teachers
commissioned by the Association for Science Education. This
particular handbook is intended to support the teaching of
chemistry at secondary level (taken here as ages 11–16 years),
whether as a discrete subject or as part of a broader science course.
The book has been written with a particular awareness of the needs
of new teachers and of those teaching chemistry who would not
consider it their specialism within the sciences. However, the book
should prove to be of interest and value to anyone teaching
chemistry topics at secondary level.

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 chemistry curriculum: key concepts and big ideas.

Concepts that underpin the science and chemistry 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
Taber, K., & Taber, K. (2012). Teaching secondary chemistry. 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 chemistry curriculum: process skills and epistemic beliefs/nature of science

Skills and beliefs that underpin the science and chemistry 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 chemistry 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 chemistry

Chemistry Learning Made Visible – progression in learning

Assignment 1 due

Required Reading:

Rogers, B. (2018). The Big Ideas in Chemistry and How to Teach Them: Teaching Chemistry 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:

Taber, K., & Taber, K. (2012). Teaching secondary chemistry. 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:

Taber, K., & Taber, K. (2012). Teaching secondary chemistry. 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:

Taber, K., & Taber, K. (2012). Teaching secondary chemistry. 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: EDUCH1 - Curriculum Progression and Development in Chemistry

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eBooks

Journal Articles