Module: Nature of Science

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Nature of Science
Module Code	EDP1086 (ITS: SG302)
Faculty	STEM Ed, Innov, Global Studies	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

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

Section Breakdown
CRN	20288	Part of Term	Semester 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Catherine Furlong	Module Teacher	Cliona Murphy

Type	Description	% of total	Assessment Date
Assessment 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; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

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Indicative Reading List

Books:

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

Articles:

Akerson, V. Buzzelli, C. and Donnelly, L.: 2010, On the Nature of teaching Nature of Science: Preservice early childhood teacehrs' instruction in preschool and elementary settings., Journal of Research in Science Education, 47 (2), 213-233, 50610
2004: Pseudohistory and pseudoscience, Science and education, 13, 179-195, 2579, 1
Teaching nature of science within controversial topics: Integrated V non-integrated.: Journal of Research in Science Teaching, 43 (4), 395-418, 3663, 1, Murphy, C., & Smith, G.
Irish Educational Studies: Vol. 31, No. 1, 77-95, 3664, 1, Varley, J., Murphy, C. and Veale, O, 2011
Vol. 41 October 2011: 50611, 2, Yacoubian, H. & BouJaoude, S., 2010, The Effect of Reflective Discussions following Inquiry-Based Laboratory Activities on Students' Views of Nature of Science
689-704: 50612, 1, Murphy, Murphy, Kilfeather, 2011, Children making sense of science, Research in Science Education
DOI 10.1007/s11165-010-9165-6: 50613, 1, Murphy, Smith, Broderick, 2021, A Starting Point: Provide children opportunities to engage with scinetific inquiry and Nature of Science, Research in Science Education, 51, 17593
50614: 1, Kampourakis, 2016, The 'General Aspects' Conceptualisation as a proagmatic and effectdive means to introducing students to Nature of Science, Journal of Research in Science Teaching, 53, 66768,
2: Eastoowd, Sadler, Zeidler, Lewis, Amiri & Applebaum, 2012, Contextualising NoS instruction in socioscientific issues, International Journal of Science Education, https://doi.org/10.1080/09500693.2012.667582
Irzik & Nola: 2010, A Family resemblance approach to the NoS for science education, Science and Education, 20, DOI 10.1007/s11191-010-9293-4, 50617
2014: Develoing a professional identiy as an elementary teacher of NoS: A self-study of becoming an elementary teacher, International journal of science education, 36:2, https://doi.org/10.1080/09500693.2014.890763,

Other Resources

Curriculum: Department of Education and Science, 1999, Primary School Curriculum: Science, Dublin, The Stationery Office,
Curriculum: Department of Education and Science, 2003, Junior Certificate Science Syllabus, Dublin, The Stationery Office,
Curriculum: Department of Education and Science, 1999, Leaving Certificate Chemistry Syllabus, Dublin, The Stationery Office,
Curriculum: Department of Education and Science, 1999, Leaving Certificate Physics Syllabus, Dublin, The Stationery Office,
Curriculum: Department of Education and Science, 2001, Leaving Certificate Biology Syllabus, Dublin, The Stationery Office,