Module: Practitioner Inquiry in Physics Education 1

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Practitioner Inquiry in Physics Education 1
Module Code	PS474 (ITS) / PHY1066 (Banner)
Faculty	Science & Health	School	Physical Sciences
Module Co-ordinator	Eilish McLoughlin
Module Teachers	James Lovatt, Paul Grimes
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

This module will introduce participants to Practitioner Inquiry and Professional Learning Communities, both of which will be studied in the context of Inquiry Based Learning (IBL). Participants will be introduced to various models of IBL. They will look at IBL across the spectrum, from structured inquiry to open inquiry, and explore ways in which IBL can be used to enhance students’ understanding and appreciation of physics. They will examine how IBL can be used in both practical and non-practical classroom work. They will explore how different elements of IBL (collaboration, argumentation, questioning, developing hypotheses, planning investigations, analysing and presenting data, discussing scientific concepts, drawing conclusions) can be used in different classroom contexts, and engage in hands-on examples of IBL activities.

Learning Outcomes

1. Use theories, concepts and evidence from key educational research to reflect on current teaching, learning and assessment practices in Physics education.
2. Demonstrate their understanding of how different elements of IBL can be used in different classroom contexts.
3. Design a Practitioner Inquiry (PI) to inquire into their own practice of using IBL in Physics education.
4. Engage in critical discussion and debate relating to physics education.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Portfolio Preparation	25	Students will be faciliated to design a Practitioner Inquiry to inquire into their own practice of using IBL in physics education. Students will draw on theories, concepts and evidence from key educational research to reflect on current teaching, learning and assessment practices in Physics education. Students will write a reflective piece on their development as a professional learning community during the week-long summer school.
Independent Study	100	Student self-directed learning
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

Summer School
During a week long summer school students will reflect on how pedagogical practice within the classroom is intertwined with physics knowledge and skills. Students will learn about various stages involved in carrying out a practitioner inquiry and will develop plans for their own practitioner inquiries. Students will also write a reflective piece on their development as a community of learners during this week.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Professional Portfolio	Students will submit a professional portfolio to showcase their understanding of inquiry based learning, practitioner inquiry and professional learning communities. Students will present their design and plan for carrying out a Practitioner Inquiry to inquire into their own practice of using inquiry based learning in Physics education.	100%	As required

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Dana, N. & Yendol-Hoppey, D.,: 2014, The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry, 2nd Edition Ed., Corwin,
Dana, N. , Thomas, C. and Boynton S.: 2011, Inquiry. A Districtwide Approach to Staff and Student Learning,, Corwin Sage Company.,
Harlen W.: 2012, Inquiry in science education,, https://www.fondationlamap. org/sites/default/files/upload/media/minisites/action_internationale/inquiry_in_science_education.pdf,
McDermott, L.C.: 1996, Physics by Inquiry: An Introduction to Physics and the Physical Sciences, John Wiley & Sons,
Timperley, H., Wilson, A., Barrar, H., & Fung, I.: 2007, Teacher professional learning and development: Best evidence synthesis iteration, https://www.educationcounts.govt.nz/publications/series/2515/15341 Auckland, New Zealand: University of Auckland,

Other Resources

0, Website, 0, ESTABLISH, European Science and Technology in Action: Building Links with Industry, School and Home., http://www.establish-fp7.eu/, 43560, Website, 0, FIBONACCI, Large scale dissemination of inquiry based science and mathematics education, http://www.fibonacci-project.eu/, 43561, Website, 0, Pathway, The Pathway to Inquiry based Science Teaching, http://pathway.ea.gr/, 43562, Website, 0, SAILS, Strategies for Assessment of Inquiry Learning in Science, http://sails-project.eu/, 43563, Website, 0, Science on Stage Ireland, http://www.scienceonstage.ie/resources/,