Registry
Module Specifications
Archived Version 2021 - 2022
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Description This module builds on the learning experiences of students in BEd1. Student teachers are provided with opportunities to develop pedagogical content knowledge (PCK), and the skills necessary to research teaching and learning in Science and early childhood mathematics education across the continuum of early childhood and primary education. The importance of establishing prior, current and learned knowledge, understanding, skills and attitudes as well as addressing common alternative conceptions is highlighted. Opportunities are provided for students to bring a critical approach to readings, discussions, learning activities and teaching strategies. Inquiry-based approaches are explored from the perspective of children’s curiosity, agency and engagement. Issues related to dispositional development, task design, learning tools, differentiation and assessment for learning are addressed as they pertain to children at different levels of the early childhood/primary school system. Reference is made, as appropriate, to Aistear: The Early Childhood Curriculum Framework and to the Primary School Curriculum. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Evaluate professional assumptions and experiences about teaching and learning in Science education and early years mathematics. 2. Form critical judgments of issues relevant to the teaching of aspects of science education and early years mathematics. 3. Identify and critically analyse key theories and modes of learning in Science education and early years mathematics. 4. Apply a range of pedagogies including inquiry-based dialogic processes in the teaching of Science education and early years mathematics. 5. Distinguish conceptual appropriateness of mathematical and scientific ideas for children at different levels. 6. Research, plan and resource learning experiences in science and mathematics education across the continuum of early childhood and primary 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 Early Childhood Education: Mathematics in the Early YearsPromoting engagement and active learning in early childhood mathematics education. Developing young children’s knowledge, skills, concepts and dispositions. Choosing appropriate resources (including picture books, songs, rhymes, games, concrete materials and digital tools) for developing mathematical concepts, skills and understandings. Understanding the processes involved in teaching, learning and assessing early mathematics. Developing a playful approach to mathematics in the early years. Promoting the role of the everyday environment in the teaching and learning of early mathematics.Counting and early numberThe importance of estimation and subitization. The development of number concepts. The introduction of a new symbolic language.Number concepts and number operationsExploration and investigation of number relations Informal activity related to addition and subtraction The introduction of formal conventions.MeasureMeasure includes: Money, time, weight, length and capacity. Language and the development of measurement concepts. Activity-based enquiry and problem solving tasks.DataRecognise and interpret data. Object, pictorial and symbolic graph representations.Shape and SpaceSolve tasks and problems involving shape (2D and 3D). Spatial awareness and appropriate language.AlgebraPatterns in nature, in everyday items. Identifying, copying and creating patterns.Science Education Indicative ContentA. Science education: policies, practices and methodologies: These are taught taking into consideration content from Units 1 - 5 outlined in part B below: • Student teachers’ conceptions of science; • Rationale for teaching science in primary school; • Developing students’ pedagogical knowledge of science in lower primary classes (Junior infants – 2nd class); • Children’s learning in science; • Introduction to social constructivist approaches to teaching science; • Children's conceptions of science and their alternative scientific conceptions; • Methodologies for developing children’s scientific skills; • Using narrative in the science class; • Sustained Shared Thinking in science; • Unstructured and structured play and science; • Thematic approaches to teaching science (Junior Infants – 2nd class); • Learning science outdoors. B. Topics from the curriculum: Unit 1. Environmental Awareness & Care (environmental studies) Level 1; Unit 2. Living Things (biology) Level 1; Unit 3. Materials (chemistry) Level 1; Unit 4. Energy and forces (physics) Level 1; Unit 5. Design & Make (technology education) Level 1. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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