Registry
Module Specifications
Archived Version 2021 - 2022
| |||||||||||||||||||||||||||||||||||||
|
Description Current issues in science education are real-world societal issues which relate to science. They are open-ended problems which have multiple solutions. An informed understanding of current issues 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 issues which enrich and give meaning to core scientific principles. The students will be provided with opportunities to ask authentic questions about current issues 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 through current issues 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 issues in science. | |||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Demonstrate a critical and sophisticated understanding of the theories and pedagogy underpinning the teaching of current issues in science education. 2. Identify current issues 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 current issues 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 teaching current issues in science education. 5. Develop students’ content knowledge of current issues underpinned by science with social, economic, ethical, and environmental perspectives. 6. Engage students in critical discussion pertaining current everyday-issues and make evidence-based informed decisions about current issues that affect their lives. | |||||||||||||||||||||||||||||||||||||
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 ContentThe course will develop students’ conceptual knowledge, pedagogical knowledge and confidence with the teaching of Primary Science through real-world, everyday contexts and issues. The course will involve: • Reading and critically engaging with a range of literature relating to the teaching of current issues in science education. • Students will develop their conceptual knowledge of relevant current issues and engage with discussion and debate regarding these issues in a collegial way. Issues to include fake science, advertisements, everyday objects, climate change, health, genetically modified foods and biodiversity. • Inquiry based science education, argumentation, socioscientific reasoning, principles of the Nature of Science and citizenship will be explored through the context of a current societal issue. • Students will identify current issues 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. • Students will plan and create resources for lesson activities on a local/ global issues. Assessment strategies, differentiation and integration will be core features of the students’ planning. | |||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||
|
Indicative Reading List | |||||||||||||||||||||||||||||||||||||
|
Other Resources None | |||||||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
| Archives: |
| ||||||||||||||||||||||||||||||||||||