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).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Description This module focuses on developing and facilitating student teachers’ understanding of and application of problem-oriented learning and enquiry approaches in the teaching of geography to facilitate children’s action and agency. Here, students will draw on a broad range of literature including practitioner-based book chapters and peer reviewed research articles relating to the agency, participation and action of children in their schools, communities and the wider world. Students will develop their professional identity and agency through critically reflecting on their own learning and experiences of global and local citizenship through agency and action and plan for the incorporation of problem-oriented learning and enquiry based learning in their geography teaching to facilitate children’s agency and action. Throughout the module students are provided with opportunities to experience and critically examine a range of inclusive learning activities, resources and teaching approaches. A strong emphasis will be placed on the use of digital resources and creative and reflective practices. Students will also explore the links between research, planning, enactment of pedagogies and learning outcomes. Subject integration via cross curricular links to areas such as numeracy and literacy will be identified and promoted as appropriate | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identify potential current events and real-life scenarios which could be explored through enquiry and problem-based approaches in GEO education. 2. Identify and critically analyse key theories (e.g. constructivism, powerful knowledge, enquiry-based learning) and studies on children’s knowledge, literacy and attitudes toward geography while also demonstrating an understanding of the importance of local and real-world contexts of learning for children; 3. Develop and apply pedagogical content knowledge to teach, problem- based, real-world geographical topics in primary schools; 4. Plan and design creative geography lessons and learning activities, and identify a range of specific resources with regard to the development of all children’s thinking and progression of understanding, knowledge, skills and attitudes incorporating agency, participation and action on geography education themes and current events. 5. Demonstrate a secure knowledge and understanding of the Primary School Curriculum and other policy documents related to geography education and children’s agency (including the National Strategy on Children and Young People's Participation in Decision-Making); 6. Source, use and create a range of innovative and appropriate resources (including digital) to ensure inclusive teaching and learning experiences in science, history, geography and global citizenship education. | |||||||||||||||||||||||||||||||||||||||||||
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
Indicative ContentThe course will develop students’ knowledge and understanding of leading Geography, Environmental and Outdoor (GEO) Education through the development of students’ pedagogical content knowledge (PCK) and their understanding of themes such as current events, citizenship, decision-making, and community engagement. The course will involve students: Using the examples from the research base in GEO education, Children’s Geographies and the Sociology of Childhood to consider the possibilities of incorporating and fostering children’s agency and action through GEO Education. Working in a collegial way, to plan challenging and creative learning opportunities for children based on current events and real-world issues related to GEO education and underpinned by the Primary Geography Curriculum; Engaging in fieldwork and outdoor learning related to GEO Education. Taking part in and developing enquiry based and problem-oriented activities across schools, using a collegial approach with other students and the support of lecturers; Critically engaging with and analysing a broad range of literature in GEO education including practitioner based book chapters and peer-reviewed research articles. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||