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In-Service Postgraduate Diploma in Education: EDUB2 - Evidence-based Approaches to Teaching and Learning in Biology I

COURSE DESCRIPTION

This course focuses on the theories and principles of learning design in biology and their application in the biology classroom and laboratory. Students will develop a comprehensive understanding of relevant theories and practice in the biology teaching profession and then critically reflect on selected pedagogical practices and the overarching nature of biology education in the UAE context. This evaluative process will allow them to successfully apply relevant principles and theories from current research, such as inquiry-based learning and other student-centred strategies, to develop engaging and challenging biology learning experiences. Students will also learn the skills needed to continue to develop as biology teachers by learning how to critically self-evaluate their own professional practice against professional standards, and will develop highly specialised knowledge and skills within the biology teaching profession in order to become lifelong learners and leaders of learning in their field.

Books

Library Resources

Week 1

Introduction to Course: Learning to be a science teacher
Course Overview
Required Reading:
Dillon, J., & Manning, A. (2010). Science Teachers, Science Teaching: Issues and Challenges. In J. Osborne & J. Dillon, (Eds.), Good
practice in science teaching: What research has to say: What research has to say
. McGraw-Hill.

Toplis, R. (2015). Learning to teach science in the secondary school: A companion to school experience (4th ed.). Routledge. (Chapter 1)

Week 2

Effective Teaching Practices for Science Education: What does the
research say?
Required Reading:

Week 3

Inquiry-based Learning (1)
Practical Examples in the Biology Classroom
A Critical Overview of Research Evidence
Required Reading:
Riga., F., Winterbottom., M., Harris., E. & Newby, L. (2017). Inquiry-based science education. In K. S. Taber & B. Akpan (Eds.), Science
education: An international course companion
. Sense Publishers.
Lederman, N.G. (2018). Nature of scientific knowledge and scientific inquiry in biology teaching. In K. Kampourakis, K., & M.J. Reiss,
(Eds.). Teaching biology in schools: global research, issues, and trends. Routledge. (Chapter 18)
Recommended Reading:
Cobern, W. W., Schuster, D., Adams, B., Applegate, B., Skjold, B., Undreiu, A., & Gobert, J. D. (2010). Experimental comparison of inquiry and direct instruction in science. Research in Science & Technological Education, 28(1), 81-96.
Cairns, D. (2019). Investigating the relationship between instructional practices and science achievement in an inquiry-based learning environment. International Journal of science education, 41(15), 2113-2135.

Week 4

Inquiry-based Learning (1)
Linking the Use of Metacognitive Strategies with IBL in the Biology
Classroom
Required Reading:
Seraphin, K. D., Philippoff, J., Kaupp, L., & Vallin, L. M. (2012).Metacognition as means to increase the effectiveness of inquiry based science education. Science Education International, 23(4),366-382.
Harlen, W. (2018). The Teaching of Science in Primary Schools. 7th Edition. Routledge. (Chapter 8: Learning through Inquiry

Week 5

Active Learning Approaches in Science: Bridging the gap between
Theory and Practice
Required Reading:
Crawford, B. A., & Capps, D. K. (2018). Teacher cognition of engaging children in scientific practices. In Cognition, metacognition, and culture in STEM education (pp. 9-32). Springer.
Toplis, R. (2015). Learning to teach science in the secondary school: A companion to school experience (4th ed.). Routledge. (Chapter 5).

Week 6

Effective Teaching Strategies in Science
Hands on science activities with real-life biology applications
Required Reading:
Hattie, J. (2018). Visible Learning for Science, Grades K-12: What Works Best to Optimize Student Learning. Corwin. (Chapter 1)
Ross, K., Lakin, L., McKechnie, J., & Baker, J. (2010). Teaching secondary science: Constructing meaning and developing understanding.
Routledge

Week 7

Planning and Preparation for Effective Biology Pedagogy
Lesson planning (I)
Required Reading:
Winterbottom, M. (2017). Teaching and Learning Biology. In K. S. Taber & B. Akpan (Eds.), Science education: An international course companion.
Sense. (Ch. 25)

Harlen, W. (2018). The Teaching of Science in Primary Schools. 7th Edition. Routledge. (Chapter 20: Class level planning)

Week 8

Planning and Preparation for Effective Biology Pedagogy
Lesson Planning (II)
Required Reading:

  • Toplis, R. (2015). Learning to teach science in the secondary school: A companion to school experience (4th Ed.). Routledge. Chapter 4.
  • Assignment 1A due

Week 9

Strategies for teaching “Hard to teach” (H2T) topics in Biology (I)
Using examples for the Science Classroom
Required Reading:

Week 10

Professional learning and meeting teaching standards as a science
teacher through critical reflection.
Required Reading:
Teacher standards: [link to most updated version will be added]
UAE inspection framework: [link to most updated version will be added]

Week 11

Micro-Teaching
Assignment 1B, 1C due