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Module Specifications

Archived Version 2019 - 2020

Module Title
Module Code

Online Module Resources

NFQ level 10 Credit Rating 2.5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

STEM as an enquiry-based process is explicitly addressed throughout this module. Student teachers are provided with the opportunity to develop their pedagogical content knowledge (PCK) in Science and Mathematics Education (STEM). A strong emphasis is placed on social constructivist and socio-cultural approaches to teaching and learning. The importance of establishing prior, current and learned scientific / mathematical / technological understanding and addressing common alternative conceptions are highlighted. The module also provides student teachers with opportunities to engage in critical readings and discussions of teaching and learning STEM-related topics.

Learning Outcomes

1. Evaluate personal professional assumptions about teaching and learning in STEM.
2. Identify and form critical judgements about a range of issues relevant to the teaching of STEM.
3. Identify and critically analyse key theories and modes of learning in STEM.
4. Apply a range of methodologies in the teaching of STEM with a particular emphasis on dialogic, inquiry-based processes.
5. Be competent in the use of a range of resources available in STEM teaching and be able to generate and innovate resources for classroom use.
6. Distinguish conceptual appropriateness of mathematical and scientific ideas for children at different stages of development.

Workload Full-time hours per semester
Type Hours Description
Workshop48Group (c.30 students) workshops featuring collaborative teaching and learning activities, short lecture inputs and discussion.
Online activity24Students to engage with surveys and Moodle ‘Form’ discussions on integration of science and mathematics. Commenting on lesson plans chosen by peers Accessing lectures on podcast.
Independent Study20Preparation of lessons using existing resources Discussion and critique of readings related to STEM education.
Independent Study8Completion of audit of subject knowledge in mathematics
Assignment Completion25Artefact portfolio and literature review
Total Workload: 125

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

A. STEM Education – Policies, Practices and Methodologies
Overview of theories related to STEM Education; Current trends in STEM education, e.g., Inquiry Based Science and Mathematics Education (IBSME); Raising awareness of and developing current STEM understanding and knowledge; Development of STEM knowledge through problem-solving; Concept mapping and related techniques; Concept cartoons, puppets and other dialogic techniques; Introduction to principles, skills and content objectives of Primary Science & Mathematics Curricula; Assessment for learning (AFL).

B. Science Education
Biology: ecosystem investigations (biotic & abiotic), human processes, investigations involving plants and animals at an introductory levels; Physics: active experimentation in the domains of Forces and Energy; Chemistry: exploration of the properties and characteristics of materials and how they interact; Technology: techniques in materials technology, principles and applications of design, production of artefacts which employ scientific principles.

C. Mathematics Education
Audit of subject knowledge in mathematics (incorporating self-assessment and peer support); Enacting pedagogy: students teach mathematics to small groups of their peers using existing lesson plans as a resource; Using data from scientific enquiries, students will explore (i) establishment and consolidation of standard units of measure, (ii) engagement in data-handling process; and (iii) development of numerical fluency.

Assessment Breakdown
Continuous Assessment% Examination Weight%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
Indicative Reading List

    Other Resources

    Programme or List of Programmes