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
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Description This module supports students in developing their pedagogical content knowledge (PCK) regarding the different characteristics and accounts of the Nature of Science (NoS). Engagement in this module will help students develop the requisite knowledge and skillsets to enable and empower them to support their pupils’ understanding of the NoS and science’s role in society, ultimately enabling them to make informed choices as young global citizens. Throughout the module students will be provided with opportunities to engage with, critique and reflect on a range of literature pertaining to different conceptualisations of NoS and literature regarding the benefits and challenges to implementing NoS pedagogies as part of primary science curricula. Students will be afforded frequent opportunities to engage with and reflect on innovative pedagogies for teaching about NoS and will co-design new creative inquiry-based inquiries for teaching about different aspects of NoS in primary classrooms. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identify and critically analyse different conceptualisations of the Nature of Science 2. Form critical judgements of different issues related to the teaching about Nature of science in primary classrooms 3. Demonstrate an informed awareness of some of the conceptualisations of NoS that may be transferred to the general public, especially primary / post-primary schools 4. Apply a range of methodologies, including inquiry-based science education, integrated STEM education, digital technologies, and dialogic processes in the teaching about NoS as part of primary / or post-primary curricula 5. Research, create and implement creative learning experiences in NoS . 6. Evaluate professional assumptions and experiences about teaching and learning the NoS | |||||||||||||||||||||||||||||||||||||||||||
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
Scientific Literacy, Nature of Science, Nature of Science in Science Education. What the Literature Says.• Science Vs Nature of Science • Scientific literacy and the Nature of Science • ‘Myths’ about Nature of Science • Different conceptualisations of NoS • Nature of science in national curricula and policy documents • Benefits and challenges of teaching about NoSNature of Science and Pedagogy• Implicit and Explicit approaches to teaching about NoS • Teaching about NoS through Inquiry • Tentative nature of scientific knowledge • Science as a human endeavour • Scientific observations and inferences • Subjectivity and objectivity in scientific inquiry • Creativity in scientific inquiry • Nature of scientific inquiry • Reliability in science • Trial and error • Integrating NoS pedagogy into Primary Science Curriculum o Inquiry-based science education o Integrated STEM education & NoS o Developing students’ literacy skills through NoS pedagogyNature of Science, Education for Sustainability and Socio scientific issues• Sustainable Development Goals • Climate Change • Current issues in science • Science education and global citizenship education | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 3167, Curriculum, Department of Education and Science, 1999, Primary School Curriculum: Science, Dublin, The Stationery Office, 3168, Curriculum, Department of Education and Science, 2003, Junior Certificate Science Syllabus, Dublin, The Stationery Office, 3169, Curriculum, Department of Education and Science, 1999, Leaving Certificate Chemistry Syllabus, Dublin, The Stationery Office, 3170, Curriculum, Department of Education and Science, 1999, Leaving Certificate Physics Syllabus, Dublin, The Stationery Office, 3171, Curriculum, Department of Education and Science, 2001, Leaving Certificate Biology Syllabus, Dublin, The Stationery Office, | |||||||||||||||||||||||||||||||||||||||||||