Latest Module Specifications
Current Academic Year 2025 - 2026
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Description This module will focus on physics pedagogy and research for prospective teachers of Senior Cycle Physics. There will be a strong emphasis on developing innovative and inquiry-based learning approaches to teaching physics knowledge, skills, experimental and other coursework. It will introduce Physics Education Research and how it can be used to incorporate engaging ways to support teaching and learning of physics at Junior Cycle and at Senior Cycle, for example, teaching for conceptual change and understanding the nature of physics. Module participants will be introduced to the structure and content of the current and the proposed new Senior Cycle Physics curriculum and assessment. They will apply their knowledge of research-based approaches/strategies to the teaching and learning of specific physics content areas (mechanics, optics, electricity, etc.) and measure the effect of such strategies on their students’ learning. They will learn about the importance of developing both physics content knowledge and physics pedagogical content knowledge in order to be effective teachers of physics. There will be emphasis on the development of student key skills, and on incorporating literacy and numeracy, within the physics classroom. Participants will learn about classroom/workshop/laboratory organisation, and about integration of physics with other STEM subjects, in particular mathematics. They will learn how to support students to integrate the knowledge, skills, and methodologies of other STEM subjects in a cross-curricular manner, so as to be able to creatively solve real world and multidisciplinary problems. There will be emphasis on how teachers can nurture learner engagement and participation and support gender balance in physics through appropriate pedagogy, curriculum and assessment. Participants will engage in active learning methodologies, problem-solving and inquiry based learning; using questioning skills to assess understanding levels; and paying attention to language and physics teaching. They will develop teaching plans and lessons that make the connection between Junior Cycle and Senior Cycle Physics learning, using teaching strategies that cater for a variety of learners. Participants will experience as learners the use of ICT, digital technologies and digital learning resources in the physics classroom and be supported to develop strategies and resources to support their own practices for teaching remotely and online. Participants will engage in critical reflection and analysis of their own classroom practices so they can support their students to become active and reflective learners by providing a range of learning and formative assessment experiences that enhances their curiosity, inquiry, creativity and problem solving abilities. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Design and develop a unit of learning with lesson plans incorporating the pedagogical strategies, learning approaches and a variety of modes of assessment to support diverse learners in their physics classroom. 2. Demonstrate their understanding of how physics teaching and learning is connected to other STEM subjects and the importance of creatively using physics knowledge and skills to creatively solve real-world problems 3. Incorporate a range of digital learning technologies and resources into their teaching of physics 4. Conduct a mini-literature review into their chosen topic in physics education research, and its importance and relevance to their classroom practice 5. Build their professional knowledge network by forming and collaborating in their Professional Learning Communities | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
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
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Indicative Reading List Books:
Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Other Resources
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||