Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Coursework Only Assignment: SESE: Written assignment for Geography, History, Science Education and SPHE & Well-being |
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Description This module provides students with opportunities to develop their professional identity and agency through critically reflecting on and developing their pre-existing conceptual and pedagogical knowledge of science, history, geography and SPHE & Well-being. The module emphasises social constructivist approaches to teaching, learning and assessment in science, history, geography and SPHE & Well-being education and provides students with opportunities to experience and critically examine inclusive and creative learning activities, resources and teaching approaches. Throughout the module, emphasis will be placed on the use of a range of resources and reflective practice, including the outdoors and digital technologies. Students will also explore the links between research, planning, enactment of pedagogies and learning outcomes. Subject integration via cross curricular links to areas such as numeracy and literacy will be identified and promoted as appropriate. | |||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically reflect on and develop their professional identity and agency as teachers of history, geography, science and SPHE & Well-being 2. Interrogate pre-existing conceptual and pedagogical knowledge of science, history, geography and SPHE & Well-being 3. Engage with and reflect on signature pedagogies for teaching, learning and assessment in science, history, geography and SPHE & Well-being education 4. Draw on and discuss relevant literature from key studies in SESE and SPHE & Well-being to develop student’s knowledge, literacy and attitudes. 5. Plan and develop science, geography, history and SPHE & Well-being learning activities to develop all children’s thinking and progression of understanding, knowledge, skills and attitudes. 6. Source appropriate and creative resources for the teaching of science, history, geography and SPHE & Well-being. | |||||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
SPHESPHE & Wellbeing lectures and seminars cover the following elements: Inclusion and self-esteem; developing children’s skills (e.g. dealing with feelings, decision-making; self-confidence; self-awareness); relationships (family life and friendships); relating to others (e.g. communicating; resolving conflict); developing ground rules and class contracts; child protection, bullying and personal safety (fire, road, water and online); relationships and sexuality education; LGBTI+ issues in the primary school; media education; health and well-being (e.g. taking care of my body; food and nutrition); substance misuse and education; teaching methods in SPHE; integration, planning and assessment; resource exploration and evaluation.SESEThe SESE element involves a range of seminars focused on the Social, Environmental and Scientific Education curriculum which is comprised of History, Geography and Science. Students will consider the importance of developing children’s conceptual understanding in these subject areas and are invited to reflect on their own experiences of learning in SESE with a view to developing their expertise in teaching and learning. Geography, History and Science. In the sessions innovative, inclusive and creative classroom pedagogies in Geography, History and Science Education are modelled and reflected on. Students will be provided with opportunities to engage in problem and inquiry-based learning as a vehicle to explore and investigate scientific, historical and geographical ideas. Examples of these from classrooms in DEIS settings are shared. Within their assignments they will also reflect on research on SESE in schools.History EducationThroughout the course, students will challenge their own assumptions about the teaching of history and develop an understanding of the nature of history. They will be introduced to historical enquiry as a key pedagogical approach to teaching history through workshops focused on active learning strategies. The course content draws on a range of inclusive resources such as visual, documentary, oral and physical evidence and how these can be used to develop and execute enquiry-based learning approaches. Creative, enquiry-led planning and assessment strategies will be exemplified in each of the seminars with the students to allow them engage successfully with the teaching of history on school placement and in junior primary classroom. Key themes in history education, such as disciplinary literacy and anti-racist history education will be explored in activity-based workshops. Students will also be introduced to a History Enquiry Framework (HEF) to enable them to embed issues relating to global citizenship, social justice and sustainability into their history planning and teaching. Over the course students will also engage with activities to develop historical thinking concepts such as: multiple perspectives, time and chronology change and continuity, historical empathy and cause and effect. Through engagement in the seminars, readings, tasks, and reflections, students will develop their confidence and competence in teaching history and developing children’s historical learning. The use of ICT and digital resources suitable for the teaching of history will complement the content of the course.Science EducationScience Education: Throughout the course, students will explore their conceptions and experiences of science and science teaching and examine the rationale for teaching science in primary school. Their pedagogical knowledge of science, including an introduction to social constructivist approaches to teaching science, will be developed in the context of the Aistear (NCCA 2009) and the Primary Science Curriculum (DES, 1999). This will be achieved by considering key themes such as children’s learning in science and the importance of children's conceptions of science and their alternative scientific conceptions as starting points for learning. Students will be introduced to scientific inquiry as a key pedagogical approach to teaching science through workshops focused on active learning strategies including the role of the teacher in developing children’s scientific inquiry skills. In addition, particular creative methodological approaches such as using narrative in the science class, playful approaches to science and learning science outdoors will be explored with a particular focus on supporting learners across the Junior Infants to third class primary phases. Students will also begin to plan science inquiries for infants – third class, drawing from the range of methodologies and readings experienced throughout this module.Geography EducationThe geography component of the module is designed to enable students to reflect upon and challenge their own interpretations and experiences of primary school geography and to examine and reconstruct this in light of the primary curriculum and recent research on best-practice approaches to teaching and learning in geography education. Here, students are afforded opportunities to reflect upon and negotiate their own professional identities in light of their own experiences in the geography seminars and the associated course materials. Throughout the geography component of the module, students will develop their pedagogical content knowledge pertaining to teaching and learning in geography education in the context of the Primary Geography Curriculum (NCCA, 1999). Each seminar places a strong emphasis on, and demonstrates, geographical enquiry in relation to various themes and aspects of the Primary Geography Curriculum. Connections are made to foundational studies, linking key educational theorists such as Vygotsky, Dewey and Piaget with students engaging in hands-on, constructivist, enquiry-based activities throughout the seminars. Examples of classroom practice in which children carry out child-led, geographical investigations are shared with the students. Students are exposed to a range of resources to facilitate inclusive geographical education at primary level such as the use of photographs, videos, digital and paper maps (map making and map reading), books, websites, written accounts and atlases. Creative pedagogical approaches such as using storybooks and outdoor learning are also explored with cross curricular links to subject areas such as literacy, numeracy being made where appropriate. Many aspects of global citizenship education are embedded within and permeate the course such as critical multicultural geographical education in which students critique approaches and resources for teaching and learning about distant places. | |||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 0, Website, 0, How Students Learn History in the Classroom, https://nap.nationalacademies.org/catalog/11100/how-students-learn-history-in-the-classroom, | |||||||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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