Module: Fundamentals in Science

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).

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Date posted: September 2024

Module Title	Fundamentals in Science
Module Code	SG201 (ITS) / EDP1036 (Banner)
Faculty	DCU Institute of Education	School	STEM Ed, Innov, Global Studies
Module Co-ordinator	Orla Kelly
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Repeat examination
The exam will assess students’ scientific content knowledge. It will contain a number of short answered questions on scientific content knowledge. Students will be required to answer all of these questions. The assignment will involve reflection, synthesis and evaluation of readings, experiences and module content in response to an aspect of science education.

Description

Students will be introduced to and build their conceptual understanding of key biology, physics and chemistry topics, whilst considering them in the context of primary school curricula and science education research and practice. This module extends and complements their learning from ED1026 and ED2032.

Learning Outcomes

1. Demonstrate a basic knowledge and understanding of key biology, physics and chemistry concepts.
2. Identify the progression of biology, physics and chemistry topics covered in this module through current primary curricula.
3. Link the scientific content of the module within inquiry based science education approaches (IBSE).
4. Identify key concerns in science education both nationally and internationally.
5. Identify and analyse common ideas held by children and adults in areas of scientific content covered in this module.
6. Identify and critically analyse key theories and modes of learning in science e.g. IBSE; constructivism.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Workshop	24	Workshops including fieldwork/laboratory/practical work on biology, physics and chemistry subject matter, curricular developments, theories of learning
Assignment Completion	40	Preparation and completion of Assignment 50%, and Exam 40%.
Independent Study	61	Reading, on-line engagement and evaluation of resources, reflection and synthesis of module content and experiences
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

Living things and The place of living things in nature
Biodiversity; ecosystems; interdependence; food webs; native and non-native species

Electricity and safety:
Static electricity; current as a flow of charge. Conductors and insulators; earthing and lightning conductors; Fuses and circuit breakers; Electric circuits and magnetism; Simple circuits – series and parallel; functions of a switch; common household appliances and how they work; electricity generation, renewable and non-renewable sources; electromagnets; properties and uses of magnets. Links to history of science, e.g. Bell, Edison, Faraday.

Changes of state:
Properties of solids, liquids and gases; particle theory as an explanatory model; changes of state and heat transfer; latent heat; elements, compounds; mixtures and separation techniques. Links to history of science e.g. Boyle.

Forces:
Newton's contribution to contemporary understanding of forces and other links to History of science e.g. evidence for ancient civilizations’ use of levers, pulleys etc.; Newton's laws of motion; types and effects of forces; floating, sinking and density; friction, gravity and air resistance; pressure in air and liquids; levers; everyday links, applications and simple calculations.

Light and sound:
Light travels; sources and transmission; speed of light; shadows; colour and the visible spectrum; dispersion of light; reflection and refraction; lenses; links to history of science e.g. Hooke and the microscope; telescopes. Vibrations and sound; factors affecting pitch; transmission of sound; speed of sound; echoes and reflection of sound; sound detection and hearing; sound levels and environmental impact; sound and light compared.

Energy and matter:
Conservation of energy and mass; energy conversions; everyday examples; energy conservation and natural resources; links to physics and chemistry module content.

Materials and change:
Review of simple Bohr model of atomic structure and periodic table; ionic and covalent bonding in common materials; water and organic molecules, properties and relevance to life; acids, alkalis and common chemical reactions.

Conceptual progression:
Analysis of biology, physics and chemistry module content in relation to primary curricula.

Practical skills:
Observation, question-raising, prediction, investigation, measurement, calculation, data analysis and communication.

Teaching and learning in school science:
Theories of learning, especially constructivist theories; social constructivism; children's ideas and the impact on science teaching and learning; inquiry-based science education; links to scientific literacy.

Assessment Breakdown
Continuous Assessment	50%	Examination Weight	50%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Essay	Essay requiring reflection, synthesis and evaluation of module content, readings and experiences in response to an aspect of science education.	50%	n/a
Portfolio	Portfolio of work compiled in practicals and workshops	10%	n/a

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

Harlen, Wynne: 2018, The Teaching of Science in Primary Schools, 7, Routledge, Abingdon,
Michael Allen: 2010, Misconceptions in Primary Science, McGraw Hill Education, New York, 9780335235889

Other Resources

59799, European Commission: Directorate-General for Research and Innovation, 2015, Science Education for Responsible Citizenship, Publications Office, https://op.europa.eu/s/slXV, 59800, Rocard, M, 2007, Science Education Now: A Renewed Pedagogy for the Future of Europe, European Commission, https://www.eesc.europa.eu/sites/default/files/resources/docs/rapportrocardfinal.pdf,