EDUP2 - Evidence-based Approaches to Teaching and Learning in Physics I - In-Service Postgraduate Diploma in Education - LibGuides at Emirates College for Advanced Education

Books

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 by John T. Almarode; Douglas Fisher; Nancy Frey; John Hattie
ISBN: 9781506394183
Publication Date: 2018-03-23
In Visible Learning for Science, the authors reveal that it′s not about which strategy to use, but when to use it, 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.
Cognition, Metacognition, and Culture in STEM Education by Yehudit Judy Dori (Editor); Zemira R. Mevarech (Editor); Dale R. Baker (Editor)
ISBN: 9783319666570
Publication Date: 2017-12-20
This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes--cognition, metacognition, and culture--and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
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.

Websites

SOFTWARE AND ONLINE RESOURCES

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:

Luft., J.A. & Dubois, S.L. (2017). Essential Instructional Practices for Science Teaching. In K. S. Taber & B. Akpan (Eds.), Science education: An international course companion. Sense Publishers.
Holbrook, J. (2017). 21st Century Skills and Science Learning Environments. In K.S. Taber & B. Akpan (Eds.), Science Education. Sense.

Week 3

Inquiry-based Learning (1)
Practical Examples in the Physics 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.
Ben, R. (2018). The Big Ideas in Physics and How to Teach Them: Teaching Physics 11–18. Routledge.

Recommended Reading:

Cobern, W. W., Schuster, D., Adams, B., Applegate, B., Skjold, B., Undreiu, A., & Gobert, J. D. (2010). Experimental comparison ofinquiry 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 Physics
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. 7th Edition. Routledge. (Chapter 8: Learning through Inquiry)

Week 5

Active Learning Approaches in Science: Bridging the gap between
Theory and Practice
Required Reading:

Ben, R. (2018). The Big Ideas in Physics and How to Teach Them: Teaching Physics 11–18. Routledge.
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. (Ch. 5)

Week 6

Effective Teaching Strategies in Science
Hands on science activities with real-life physics 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 Physics Pedagogy
Lesson planning (I)
Required Reading:

De Winter, J. (2017). Teaching and Learning Physics. In K. S. Taber & B.Akpan (Eds.), Science education: An international course companion. Sense. (Ch. 23)
Harlen, W. (2018). The Teaching of Science. 7th Edition. Routledge. Chapter 20: Class level planning)

Week 8

Planning and Preparation for Effective Physics 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. (Ch. 4)
Assignment 1A due

Week 9

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

Kaur, T., Blair, D., Moschilla, J., Stannard, W., & Zadnik, M. (2017). Teaching Einsteinian physics at schools: part 1, models and analogies for relativity. Physics Education, 52(6).
Hattie, J. (2018). Visible Learning for Science, Grades K-12: What Works Best to Optimize Student Learning. Corwin. (Ch.7)

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]

In-Service Postgraduate Diploma in Education: EDUP2 - Evidence-based Approaches to Teaching and Learning in Physics I

COURSE DESCRIPTION

Books

Websites

Library Resources