Latest Module Specifications
Current Academic Year 2025 - 2026
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Description Socioscientific Issues (SSIs) are real-world societal issues which relate to science. They are open-ended problems which have multiple solutions. An informed understanding of SSIs is key to developing an individual’s scientific literacy. This module provides students with enhanced expertise on teaching, learning and leading science education through current everyday SSIs which enrich and give meaning to core scientific principles. The students will be provided with opportunities to ask authentic questions about SSIs arising from impacts of science and technology on society, at both a local and global level. It aims to develop students’ conceptual knowledge, pedagogical knowledge and confidence regarding the teaching of the Primary Science Curriculum (DES, 1999) through SSIs that are relevant to primary school aged children. Inquiry-based and problem-orientated science methodologies, design and make activities, principles of argumentation and socioscientific reasoning, child-led investigations and the local environment will be utilised throughout the module. Students will also be given an opportunity to engage with current literature in the field and critically reflect on, discuss and debate current SSIs. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate a critical and sophisticated understanding of the theories and pedagogy underpinning the teaching of Socioscientific Issues (SSIs) through primary science. 2. Identify SSIs to explore through inquiry-based and problem-orientated teaching and learning, linking primary science education to everyday real world contexts. 3. Research, plan and resource creative and innovative learning experiences in science education regarding local and global SSIs underpinned by science. 4. Provide students with opportunities to develop research informed pedagogical tools, guided inquiry-based science education inquiry materials, and explicit argumentation teaching skills for use when SSIs in science education. 5. Develop students’ content knowledge of SSIs underpinned by science with social, economic, ethical, and environmental perspectives. 6. Engage students in critical discussion pertaining current SSIs and make evidence-based informed decisions about SSIs that affect their lives. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 Content This module will develop students’ conceptual knowledge, pedagogical knowledge and confidence with the teaching of Primary Science through SSIs. Throughout the module students will: • Critically examine the purpose of science education in the development of children's’ scientific literacy. Concurrently the student will consider their own professional identity through discussions pertaining to perceptions of science, science education and scientific literacy. • Develop scientific literacy competencies to include scientific content knowledge, inquiry skills, argumentation skills, nature of science, SSI reasoning and citizenship skills. • Read and critically engage with a range of literature relating to the teaching of primary science through SSIs. • Develop their conceptual knowledge of relevant SSIs and engage with discussion and debate regarding these issues in a collegial way. Some of the SSIs explored throughout the module include fake science, advertisements, everyday objects, climate change, health, genetically modified foods and biodiversity. • Develop the pedagogical knowledge required to teach science through SSIs including Inquiry Based Science Education, development of students’ argumentation and reasoning skills through the use situated learning theory, promoting student led action enhancing citizenship skills. • Identify SSIs suitable for primary school level and situate them within the primary science curriculum but also recognise the social, ethical, economic and environmental implications of the issue. • Explore the potential of LEGO Education and coding to illustrate innovative and creative solutions to relevant SSIs. • Promote the use of the outdoors to explore SSIs in a local context and facilitate practical action in response to SSIs. • Examine scientific information pertaining to SSIs as presented in the media, social media, etc. Students will develop a framework to critically examine and investigate the validity and reliability of scientific information, including that presented in a digital manner. Strategies to enhance children’s digital literacy skills will be discussed and explored. • Plan and create resources for lesson activities on a local/ global issues. Assessment strategies, use of digital resources, differentiation and integration will be core features of the students’ planning. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||