Registry
Module Specifications
Archived Version 2019 - 2020
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Description 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. | |||||||||||||||||||||||||||||||||||||
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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. | |||||||||||||||||||||||||||||||||||||
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 A. STEM Education – Policies, Practices and MethodologiesOverview 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 EducationBiology: 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 EducationAudit 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. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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