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As such, this is a point in time view of data which will be refreshed periodically.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
| |||||||||||||||||||||||||||||||||||||||||||
|
None |
|||||||||||||||||||||||||||||||||||||||||||
|
Description This module will introduce student teachers to Science as an area of learning in post-primary education in Ireland. Participating in this module will develop knowledge and understanding of how classroom practice meets curricular framework requirements for Junior and Senior Cycle Sciences. The module aims to develop student teachers' subject specific pedagogical content knowledge and their personal and professional identities as educators. Student teachers will be supported in becoming responsive and reflective practitioners, through individual and collaborative engagement. The module will explore how practice is underpinned by theory in the context of professional learning. Student teachers will examine the role of inclusive practice and care in the creation of equitable and sustainable learning experiences for all students. Engaging in this module will advance student teachers' communicative, digital and interpersonal skills and enable them to establish effective and creative learning environments. | |||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Critically engage with the Junior and Senior Cycle curricular guidelines for Science, with particular reference to curricular reform. 2. Reflect on their emerging professional identity as subject experts and autonomous practitioners and on their capacity to foster professional relationships with students, parents, colleagues and members of the wider school community and teaching profession. 3. Critically evaluate and reflect on the theoretical underpinnings of a range of methods and resources to support and encourage students to take ownership of their learning through individual and collaborative engagement 4. Devise and develop differentiated and inclusive teaching, learning and assessment strategies that enable all students to progress in accordance with their potential. 5. Appreciate how inclusive, equitable and responsive practices and content positively impact student wellbeing, social justice and sustainable development. 6. Design learning experiences that support the development of a creative mindset 7. Explore the role of digital technologies in supporting teaching, learning and assessment for all students. 8. Demonstrate a capacity to promote numeracy and literacy in relation to subject discipline. | |||||||||||||||||||||||||||||||||||||||||||
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 |
|||||||||||||||||||||||||||||||||||||||||||
|
Indicative Content and Learning Activities
Introduction to Subject Specific Pedagogical Content KnowledgeIntroduction to subject specific inclusive pedagogical practices through modelled workshops and demonstrations. Explore, develop and reflect on teaching, learning and assessment practices in workshops and online lectures.Core Values of Teaching and Professional PracticeDevelopment of core values of teaching including care, collegiality, collaboration, relationship building and student-centred learning through engagement in professional learning communities.The Teacher/Facilitator as Curriculum Maker and Reflective PractitionerSynthesise key curricular and pedagogical concepts through Junior and Senior Cycle lesson design, implementation and reflection to construct a professional vision of quality teaching, learning and assessment.Theory and PracticeEngagement with relevant learning artefacts (e.g. curricular resources, digital and sensory stimuli, academic literature, policy documents etc.) to understand the relationship between theory and practice.Methodologies for teaching ScienceSelect and use appropriate methodologies to address pupil needs, to develop their interest and understanding of science to prepare them to become active citizens and/or for future studies in science. Example methods will include but are not limited to teaching and assessing through: big ideas or phenomena; argumentation and classroom discourse; practical investigations (including a focus on health and safety and laboratory management); practical demonstrations; modelling; questioning for understanding; inquiry based learning, problem based learning; visualisations; concept inventories; alternative conceptions; debates; role-play; live modelling; effective incorporation of digital approaches e.g. simulations, podcasts, video, data logging, quizzing; collaborative engagement (whole class, small group, jigsaw, carousel); Literacy development (including text analysis, targeted writing, reflective journals, newspapers and print media critique). | |||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||||||||
|
Other Resources None | |||||||||||||||||||||||||||||||||||||||||||