| Module Title |
Practitioner Inquiry in Physics Education 1 |
| Module Code |
PHY1066 (ITS: PS474) |
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Faculty |
Physical Sciences |
School |
Science & Health |
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NFQ level |
8 |
Credit Rating |
5 |
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Description
This module will introduce participants to Practitioner Inquiry and Professional Learning Communities, both of which will be studied in the context of Inquiry Based Learning (IBL). Participants will be introduced to various models of IBL. They will look at IBL across the spectrum, from structured inquiry to open inquiry, and explore ways in which IBL can be used to enhance students’ understanding and appreciation of physics. They will examine how IBL can be used in both practical and non-practical classroom work. They will explore how different elements of IBL (collaboration, argumentation, questioning, developing hypotheses, planning investigations, analysing and presenting data, discussing scientific concepts, drawing conclusions) can be used in different classroom contexts, and engage in hands-on examples of IBL activities.
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Learning Outcomes
1. Use theories, concepts and evidence from key educational research to reflect on current teaching, learning and assessment practices in Physics education.
2. Demonstrate their understanding of how different elements of IBL can be used in different classroom contexts.
3. Design a Practitioner Inquiry (PI) to inquire into their own practice of using IBL in Physics education.
4. Engage in critical discussion and debate relating to physics education.
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Portfolio Preparation | 25 | Students will be faciliated to design a Practitioner Inquiry to inquire into their own practice of using IBL in physics education. Students will draw on theories, concepts and evidence from key educational research to reflect on current teaching, learning and assessment practices in Physics education. Students will write a reflective piece on their development as a professional learning community during the week-long summer school. | | Independent Study | 100 | Student self-directed learning |
| Total Workload: 125 |
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| Section Breakdown | | CRN | 11730 | Part of Term | Semester 1, 2 & 3 | | Coursework | 0% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | Y | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Eilish McLoughlin | Module Teacher | James Lovatt, Paul Grimes |
| | Section Breakdown | | CRN | 21370 | Part of Term | Semester 2 & 3 | | Coursework | 0% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | Y | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Eilish McLoughlin | Module Teacher | James Lovatt, Paul Grimes |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Professional Portfolio | Students will submit a professional portfolio to showcase their understanding of inquiry based learning, practitioner inquiry and professional learning communities. Students will present their design and plan for carrying out a Practitioner Inquiry to inquire into their own practice of using inquiry based learning in Physics education. | 100% | As required |
| 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
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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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
Summer School
During a week long summer school students will reflect on how pedagogical practice within the classroom is intertwined with physics
knowledge and skills. Students will learn about various stages involved in carrying out a practitioner inquiry and will develop plans for their own practitioner inquiries. Students will also write a reflective piece on their development as a community of learners during this week.
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Indicative Reading List
Books:
- Dana, N. & Yendol-Hoppey, D.,: 2014, The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry, 2nd Edition Ed., Corwin,
- Dana, N. , Thomas, C. and Boynton S.: 2011, Inquiry. A Districtwide Approach to Staff and Student Learning,, Corwin Sage Company.,
- Harlen W.: 2012, Inquiry in science education,, https://www.fondationlamap. org/sites/default/files/upload/media/minisites/action_internationale/inquiry_in_science_education.pdf,
- McDermott, L.C.: 1996, Physics by Inquiry: An Introduction to Physics and the Physical Sciences, John Wiley & Sons,
- Timperley, H., Wilson, A., Barrar, H., & Fung, I.: 2007, Teacher professional learning and development: Best evidence synthesis iteration, https://www.educationcounts.govt.nz/publications/series/2515/15341 Auckland, New Zealand: University of Auckland,
Articles:
- 0: Hord, S.M. 2009, Professional Learning Communities: Educators Work Together towards a Shared Purpose., Journal of Staff Development, 30, 40,
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Other Resources
- Website: ESTABLISH, European Science and Technology in Action: Building Links with Industry, School and Home., http://www.establish-fp7.eu/
- Website: FIBONACCI, Large scale dissemination of inquiry based science and mathematics education, http://www.fibonacci-project.eu/
- Website: Pathway, The Pathway to Inquiry based Science Teaching, http://pathway.ea.gr/
- Website: SAILS, Strategies for Assessment of Inquiry Learning in Science, http://sails-project.eu/
- Website: Science on Stage Ireland, http://www.scienceonstage.ie/resources/
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