Registry
Module Specifications
Archived Version 2023 - 2024
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Description The ED9063 module provides students with opportunities to develop their professional identity and agency through critically reflecting on and developing their pre-existing conceptual and pedagogical knowledge of science, history, geography and global citizenship education. A strong emphasis is placed on social constructivist approaches to teaching, learning and assessment in science, history, geography and global citizenship education. Throughout the module students are provided with opportunities to experience and critically examine a range of inclusive learning activities, resources and teaching approaches. A strong emphasis will be placed on the use of digital resources and creative and reflective practices. Students will also explore the links between research, planning, enactment of pedagogies and learning outcomes. Subject integration via cross curricular links to areas such as numeracy and literacy will be identified and promoted as appropriate. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identify and critically analyse key theories (e.g. constructivism, powerful knowledge, inquiry-based learning) and studies on children’s knowledge, literacy and attitudes toward Science, History, Geography and Global Citizenship Education 2. Critically reflect on and develop their professional identity and agency as teachers of history, geography, science and Global Citizenship. 3. Consolidate skills in planning and evaluating enquiry based lessons in science, geography, history and global citizenship education with reference to the needs of all learners. 4. Engage with and critically reflect on signature pedagogies for teaching, learning and assessment in science, history, geography and global citizenship. 5. Plan and design creative science, geography, history and global citizenship lessons and learning activities, and identify a range of specific resources with regard to the development of all children’s thinking and progression of understanding, knowledge, skills and attitudes. 6. Source, use and create a range of innovative and appropriate resources (including digital) to ensure inclusive teaching and learning experiences in science, history, geography and global citizenship 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 Geography EducationThe geography component of the module is designed to enable students to reflect upon and challenge their own interpretations and experiences of primary school geography and to examine and reconstruct this in light of the primary curriculum and recent research on best-practice approaches to teaching and learning in geography education. Here, students are afforded opportunities to reflect upon and negotiate their own professional identities in light of their own experiences in the geography seminars and the associated course materials. Throughout the geography component of the module, students will develop their Pedagogical Content Knowledge (PCK) pertaining to teaching and learning in geography education in the context of the Primary Geography Curriculum (NCCA, 1999). Each seminar places a strong emphasis on, and demonstrates, geographical enquiry in relation to various themes and aspects of the Primary Geography Curriculum. Connections are made to foundational studies, linking key educational theorists such as Vygotsky, Dewey and Piaget with students engaging in hands-on, constructivist, enquiry-based activities throughout the seminars. Examples of classroom practice in which children carry out child-led, geographical investigations are shared with the students. Students will consider geo-literacy, spatial thinking, geo-capabilities and children’s entitlement to geographical learning. Students are exposed to a range of resources to facilitate inclusive geographical education at primary level such as the use of photographs, videos, digital and paper maps (map making and map reading), books, websites, written accounts and atlases with reference to principles, skills and content objectives of the primary curriculum. Contextual affordances and constraints in the teaching and learning of primary geography (e.g. textbooks, fieldwork, local and global issues, outdoor learning, etc.) are also identified and unpacked. Creative pedagogical approaches such as using storybooks and outdoor learning are also explored with cross curricular links to subject areas such as literacy, numeracy being made where appropriate. Many aspects of global citizenship education are embedded within and permeate the course such as critical multicultural geographical education in which students critique approaches and resources for teaching and learning about distant places. Throughout the geography component of the module, students will develop their planning skills pertaining to lesson plans and progressional plans, drawing on current approaches in geography teaching and using enquiry frames.Science EducationScience Education This module is designed to provide the students with a holistic approach to the teaching of primary science. The module will enhance students' Pedagogical Content Knowledge (PCK) knowledge of science, with a particular focus on social constructivist and inquiry-based pedagogies in the context of the Aistear framework (NCCA 2009) and the Primary Science Curriculum (DES, 1999). Throughout the module a number of key themes are explored. These include: the role of students’ alternative scientific conceptions in science education developing (and assessing) scientific inquiry skills different types of scientific inquiry (Teacher-directed and child-led) critical thinking and problem solving in scientific inquiry exploring the central role of mathematics and digital learning in scientific inquiry. scientific inquiry as a tool for developing literacy skills integrating assessment (formative and summative) in science lessons; playful approaches to science education; using picture books and narrative as a context for scientific inquiry: learning science outdoors; developing climate science literacy and sustainability competencies through scientific inquiry These themes are explored through collaborative workshops where students are provided with opportunities to engage with and reflect on a range of scientific inquiries. They are also afforded frequent opportunities to engage with,critically reflect on and discuss the research literature related to issues in science education. The module demonstrates an integrated STEM approach where students co-develop mathematical and digital skills through their participation in the different inquiries. The module is delivered using a range of inclusive pedagogies and multimodal resources.History EducationThroughout the course, students will challenge their own assumptions about the teaching of history and develop an understanding of the nature of history. They will be introduced to historical enquiry as a key pedagogical approach to teaching history through workshops focused on active learning strategies. The course content draws on a range of inclusive resources such as visual, documentary, oral and physical evidence and how these can be used to explore enquiry-based learning approaches in the classroom. Creative, enquiry-led planning and assessment strategies will be exemplified in each of the seminars with the students to allow them engage successfully with the teaching of history on school placement and in junior and senior primary classroom. Key themes in history education, such as teaching controversial and contested histories, disciplinary literacy, anti-racist history education and the use of the outdoor environment will be explored in activity-based workshops. Students will also be introduced to the Critical History Enquiry Cycle (CHEC) to enable them to embed issues relating to social justice and sustainability into their history planning and teaching. The use of ICT and digital resources suitable for the teaching of history will complement the content of the course. Over the course students will also engage with an exploration of the potential the local environment and historical sites have to offer in the teaching and learning of history and activities to develop historical thinking concepts such as: multiple perspectives, time and chronology change and continuity, historical empathy and cause and effect. Through engagement in the seminars, readings, tasks, and reflections, students will develop their confidence and competence in teaching history and developing children’s historical learning.Global Citizenship EducationIn this section of the module, students will explore and critically reflect on the role of Global Citizenship Education in supporting learners’ cognitive, socio-emotional and behavioural development across the Irish Primary Curriculum. This section considers active, participatory pedagogical approaches which can support learners to be informed and critically literate in respect to a range of local, national and global issues, and to develop values based on human rights and respect for diversity. In associated seminars, students will explore and engage with the following topics: Global Citizenship Education; climate change education; identity, diversity, difference and intercultural education; children’s rights; global issues and interdependence. This section of the module will support students to investigate these themes from a variety of perspectives, including those of intergovernmental, governmental and non-governmental organisations. Students will consider how human rights frameworks can support teaching about complex and controversial issues, and develop strategies to aid the development of critical thinking and understandings of interconnection and interdependence. The module supports students to utilise active methodologies which support children’s participation in active citizenship practices connected to each of the key themes. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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