Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Coursework Only Research-evidenced reflection on problem-based constructivist approaches to the teaching and learning of STEM through the completion of content-rich STEM task(s). |
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Description Student teachers are provided with opportunities to develop technological, pedagogical, and content knowledge (TPACK), and the skills necessary to research learning, teaching and assessment in Science, Technology, Engineering, and Mathematics Education (STEM) across the continuum of primary education. The importance of establishing prior, current and learned knowledge, understanding, dispositions, skills and attitudes as well as addressing common alternative conceptions is highlighted. Opportunities are provided for students to bring a critical approach to readings, discussions, learning activities and teaching strategies. Inquiry-based, constructionist, and playful approaches are explored from the perspective of children’s curiosity, agency and engagement. Attention is paid to the meaningful integration of digital and non-digital tools. Issues related to dispositional development, task design, learning tools, inclusion, integration and assessment for learning are addressed as they pertain to children at different levels of the primary school continuum. Reference is made, as appropriate, to the Primary Curriculum Framework, the Mathematics Education Curriculum, and the Science, Technology and Engineering Education Curriculum. | |||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Evaluate professional assumptions and experiences about teaching and learning in STEM 2. Identify and form critical judgements about a range of issues relevant to the teaching of STEM 3. Discuss and critique key theories and modes of learning in STEM 4. Apply a range of pedagogies in the teaching of STEM with a particular emphasis on dialogic, inquiry-based processes 5. Distinguish conceptual appropriateness of mathematical and scientific ideas for children across the continuum of primary education. 6. Research, plan and resource learning experiences in STEM across the continuum of primary education | |||||||||||||||||||||||||||||||||||||||||||||||||
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
Science EducationThe following areas are addressed and, where appropriate, within the context of the Primary Science Curriculum (DES, 1999), and the Draft Science, Technology and Engineering Education Specification (NCCA, 2024): Development of students’ Scientific Pedagogical Content Knowledge (PCK) Social constructivist approaches to teaching science, including Inquiry Based Approaches to Science Education (IBSE) Eliciting and addressing children's conceptions of science and their alternative conceptions Current Issues in Science Education Planning scientific inquiries in a primary classroom drawing from the range of methodologies and readings experienced throughout this moduleDigital LearningThe dedicated Digital Learning component of ED8090 develops the Digital Skills of student teachers through the embedded use of digital technologies to support learning, teaching and assessment for all learners. In support of both the ‘Being a Digital Learner’ competency from the Primary Curriculum Framework (NCCA, 2023), and the Digital Strategy for Schools to 2027 (DE, 2022), there is a combined emphasis on digital skill development, the introduction of a range of digital technologies, and the development of theoretical understanding and pedagogical competence. The DL strand is characterised by an immersive workshop approach that promotes and encourages each individual to “be a digital learner”. The teacher-learner is at the centre, and it is their experiences, needs and interests which constitute the learning process. In this strand students will begin to explore the interplay between digital technologies and learning. Drawing on a range of international frameworks and key research literature, they will be guided to identify, understand and design learning environments that provide all their students with opportunities to build digital skills and competencies. A critical introduction will be provided to a range of new and emerging digital technologies and their potential use for teaching, learning and assessment e.g. multimodal digital storytelling, digital citizenship and ethics, digital assessment, computational thinking and coding. The teacher-learner will also develop their confidence and competence through the active construction of digital artefacts. Through these activities, they will not only expand their palette of digital skills but will also be enabled to critically question and make informed decisions about the effective use of a range of digital technologies in the primary classroom. Finally, the personal and social responsibility of engaging with new and emerging digital technologies is a central tenet of the module.Mathematics EducationThe following areas are addressed and, where appropriate, within the context of the Primary Mathematics Curriculum (NCCA, 2024), and the Draft Science, Technology and Engineering Education Specification (NCCA, 2024): Introduction to the Primary Mathematics Curriculum, theories of learning mathematics, and current approaches to teaching of mathematics, e.g., problem- and inquiry-based learning, mathematical inquiry; Development of mathematical knowledge for teaching in the domains of Algebra, Data and Chance, and Measures, through problem solving, with a focus on collaboration, reflection, discussion and extension activities and exploring the application of these practices to the primary mathematics classroom; Engagement with theories of and pedagogical approaches for children’s understanding of Algebra, Data and Chance, and Measures; Sourcing and designing teaching tasks in the domain of Algebra, Data and Chance, and Measures, with a focus on relevant key mathematical ideas; Building critical numeracy skills through engagement with the data handling process. Please note that this indicative content, is mediated through engagement in mathematics seminars, and attendance is recorded. | |||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||||||||