| CODE | EPE1015 | ||||||||||||
| TITLE | Supporting Primary Children in Science | ||||||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 6 | ||||||||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||||||||
| DESCRIPTION | The study-unit starts with the meaning of science and what it means to 'do science' and to 'engage in scientific' research. It also tackles aspects of the nature of science as a human enterprise and its inaccuracies/fallibility as a realistic view of science . It considers the role of science in society and why it is important to introduce young children to science from a young age. The study-unit also introduces the current primary science curriculum and the learning outcomes framework for science at primary level. Key scientific content included in the primary curriculum are then covered. The study unit then introduces what science investigations involve and the learning and skills that they promote. Examples of investigations which can be organized to fulfill the required learning outcomes in the Maltese curriculum will be tackled through practical experiences provided. The study will, in the last part, introduce the inquiry-based learning pedagogical approach. with examples on how it can be implemented with primary level students. Study-unit Aims: The study-unit aims to enable student teachers to challenge typical views about the nature science and its role in society to promote a realistic view of science. This will be done through the following: - presenting arguments on why it is important for children to learn science at primary level; - exploring the learning outcomes in the science curriculum at primary level of education; - focusing on aspects of science content within the primary curriculum to consolidate the students' scientific content background; - developing the student teachers' competences in how to carry out science investigations, while also identifying the process skills that they promote; - developing basic teaching planning skills in science, specifically schemes of work and lesson plans based on the inquiry-based approach. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - define science as a human enterprise involving either inductive or deductive reasoning, with input by scientists and fallible; - identify and discuss the role that science plays in society; - recognize science as a body of ideas and explanations agreed within the science community of practice and not as absolute truth; - define learning science as involving learning content, developing process skills, and possessing values towards the world/environment and the way that scientific research is conducted; - explain what learning outcomes are and state what the learning outcomes for science at primary level are; - explain scientific phenomena included in parts of the learning outcomes (Anmals, plants, health, senses, sound and light) indicated within primary education; - define a science investigation, the main steps that are to be followed, and identify the process skills that are involved. 2. Skills By the end of the study-unit the student will be able to: - debate and discuss the nature of science (objective vs subjective, factual/fallible) as a result of being a human enterprise; - present science as involving a body of knowledge, research process skills, and attitudes and values; - consider teaching science as teaching content, developing process skills used in investigations, and instilling values and attitudes toward the way of doing science; - identify and explain the science concepts included in the science learning outcomes as part of the primary curriculum; - draw up a scheme of work over a period of four weeks for teaching science at primary; - develop and carry out an investigation in science related to a learning outcome included in the primary curriculum; - carry out an inquiry-based learning activity as inquirers; - develop a basic inquiry-based learning activity for children at primary level. Main Text/s and any supplementary readings: Main Texts: - Sharp J., Peacock G. A., Johnsey R., Simon S., Smith R.J., Cross A. and Harris D. 2021 .Learning Matters; Eighth Edition (Revised and Updated Edition). London UK: Sage Publications Ltd. Learning Matters; Eighth Edition (Revised and Updated Edition). - McRory A. and Worthington K. 2018. Mastering Primary Science (Mastering Primary Teaching). London UK: Bloomsbury Academic. - Harlen W. 2009. Teaching, Learning and Assessing Science 5-12. London UK: Sage Publications Ltd. Supplementary Reading: - Chalmers A. 2013. What is this thing called Science: 4th Edn. US: University of Queensland and Hackett Publishing Company, Inc.; Fourth edition. |
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| STUDY-UNIT TYPE | Lecture, Fieldwork and Independent Study | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Suzanne Gatt |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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