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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Teaching and Learning in Science Education
Module Code ES572A
School 79
Module Co-ordinatorSemester 1: James Lovatt
Semester 2: James Lovatt
Autumn: James Lovatt
Module TeachersIrene White
James Lovatt
Majella McSharry
NFQ level 9 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

his 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.

Workload Full-time hours per semester
Type Hours Description
Workshop24Workshops where students engage with core module content, participate in and reflect on modelled teaching episodes
Online activity10Synchronous and asynchronous lectures discussing and engaging with core module learning
Group work15Collaborative lesson design and subject based collegial activities
Independent Study50Individual lesson design, resource preparation, reflection and evaluation of teaching, reading.
Assignment Completion26Designing subject specific learning experiences, including the alignment of theory and practice.
Total Workload: 125

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 Knowledge
Introduction 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 Practice
Development 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 Practitioner
Synthesise 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 Practice
Engagement 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 Science
Select 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).

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
PortfolioThe design of teaching, learning and assessment experiences with research informed rationale and self-critical learning opportunities based on individual and collaborative reflection.100%Week 26
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • edited by Steve Alsop, Larry Bencze and Erminia Pedretti: 0, Analysing exemplary science teaching, 0335213111
  • David Sang: 0, Teaching Secondary Physics, 9781444124309
  • Keith Taber: 0, Teaching Secondary Chemistry, 9781444124323
  • Michael Reiss: 0, Teaching Secondary Biology, 9781444124316
  • Rosalind Driver... [et al.]: 0, Making sense of secondary science, 0415097673
  • DES: 2011, Literacy and Numeracy for Learning and Life,, Dublin,
  • Lillian C. McDermott with Peter S. Shaffer and Mark L. Rosenquist and the Physics Education Group University of Washington: 1996, Physics by inquiry, J. Wiley, New York, 0471144401
  • Justin Dillon,Meg Maguire: 2001, Becoming a Teacher, Open University Press, 0-335-20861-4
  • Roy Killen: 0, Effective Teaching Strategies, 5th, 9780170183284
  • Rose Dolan,: 0, A Guide to Teaching Practice in Ireland, 978-0-7171-4511-9
  • Louis Cohen, Lawrence Manion and Keith Morrison: 0, A guide to teaching practice, 0415306752
Other Resources

Programme or List of Programmes
PMEProfessional Master of Education
Date of Last Revision06-JAN-12

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