| CODE | MSS5004 | ||||||||||||
| TITLE | Strategies for Teaching and Learning in the Contemporary Science Classroom | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Mathematics and Science Education | ||||||||||||
| DESCRIPTION | This study-unit aims to provide student-teachers with experience in planning and designing effective science lessons. It provides them with opportunities to reflect on the criteria that determine the success of a science lesson and to judge which method and technique is appropriate for a particular teaching and learning situation. Student-teachers will be introduced to a number of pedagogies, methods and techniques. They will be encouraged to observe and evaluate the effectiveness of different teaching strategies used in the science classroom. Study-Unit Aims: The study-unit aims to: - provide student-teachers with opportunities to reflect on what makes effective science lessons; - familiarize student-teachers with methods and techniques used in science teaching; - encourage student-teachers to consider advantages and limitations associated with different methods and techniques; - provide student-teachers with hands-on experience of the planning and organization of lessons that pupils find enjoyable and worthwhile; - support student-teachers to integrate knowledge and skills related to subject content and pedagogy so as to be able to practice in a wide variety of settings. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - identify 21st century skills and competences expected as outcomes of science education. - differentiate between teacher-centred and learner-centred pedagogies, and identify their strengths and limitations. - critically appraise different pedagogies, teaching strategies and techniques and reflect on their suitability in different classroom situations. - write clear learning outcomes related to the cognitive, affective and psychomotor domains for a series of lessons related to a specific science topic. - justify the decisions and choices made in planning lessons by applying theory and evidence from research about strengths and limitations of the teaching methods. - differentiate between various types of practical work and the role of each type in teaching and learning science. - identify the challenges encountered when introducing inquiry in their teaching and plan a programme suitable for introducing students to inquiry and developing inquiry skills. - plan a problem-solving investigation related to a given topic and identify the skills pupils should acquire through the investigation. 2. Skills: By the end of the study-unit the student will be able to: - design a scheme of work for a given topic keeping in mind the age of the pupils, their abilities, their prior knowledge, the topic concerned and the school situation. - write lesson plans for a given topic consisting of a series of learning activities, using a variety of resources and teaching techniques (such as debates, group work, role-play, drama, storytelling etc.) that encourage student involvement. - write good quality questions to promote learning and encourage reasoning and use these questions in an effective questioning strategy. - convert traditional recipe-type experiments into inquiry activities of an inquiry level suitable for a particular group of students. Main Text/s and any supplementary readings: - Ross, K., Lakin, L., McKenzie, J. and Baker, J. (2015) Teaching Secondary Science: Constructing Meaning and Developing Understanding. 4th edition. Oxon: Routledge. - Driver, R., Squires, A., Rushworth, P. and Wood-Robinson, V. (1994) Making sense of Secondary Science. Oxon: Routledge. - Frost, J. and Turner, T (eds) (2005) Learning to Teach Science in the Secondary School. Oxon: Routledge Falmer. - Amos, S. and Boohan, R (eds) (2002) Teaching Science in Secondary Schools. London: RoutledgeFalmer. Other readings compiled by tutors. |
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| STUDY-UNIT TYPE | Blended Learning | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Josette Farrugia (Co-ord.) Martin M. Musumeci |
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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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