Module: Nature of Science

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	Nature of Science
Module Code	SG302
School	79
Module Teacher	No Teacher Assigned
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

None

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.

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

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	21	Lectures related to module content
Laboratory	14	Practical work, workshops and discussions relating to module content.
Independent Study	90	Assigned and independent reading and exam preparation
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

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 NoS

Nature 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 pedagogy

Nature of Science, Education for Sustainability and Socio scientific issues
• Sustainable Development Goals • Climate Change • Current issues in science • Science education and global citizenship education

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Part 1: Literature Review. Part 2: Developing a framework to support effective teaching learning of NoS. Using this framework critically evaluate a progressional science regarding the extent to which it supported the teaching and learning about NoS	100%	n/a

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

A. F. Chalmers: 1982, What is this thing called science?, Open University Press, Milton Keynes, [England], 0335101070
William F. McComas, Ed.: 1998, The nature of science in science education, Kluwer Academic Publishers, London, 9780792350804
Peter J. Bowler and Iwan Rhys Morus: 2005, Making modern science, University of Chicago Press, Chicago, 9780226068602

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,

Programme or List of Programmes

BED	Bachelor of Education

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