| CODE | MSS5008 | ||||||||
| TITLE | Values in Science Education | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Mathematics and Science Education | ||||||||
| DESCRIPTION | In their quest to become professional science teachers, the study-unit will familiarise students with their professional, contractual and moral responsibilities as science teachers. Through reflections, a process of value clarification will contribute towards the development of a strong teacher ethic and identity. Students will experience the need for continuous professional development through sessions that will help them reflect on their development as well as about ethical issues in science education (e.g. Science for All) and science content (e.g. Sustainable Development). Study-Unit Aims: The study-unit will: - introduce student teachers to the main documents and policies available about professional science teacher development and code of practice; - familiarise student teachers with some of the major ethical debates in science education and science content; - provide a forum during which student teachers explore personal and professional ethical issues related to science education; and - provide an opportunity for reflection about the implications of decisions taken in the science classroom. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - list and explain the implications of the main policy documents informing professional and contractual practice in science education; - critically discuss the various perspectives of ethical issues in science education and science content; and - identify the various dimensions of the impacts of decisions adopted in ethical issues related to science education and science content. 2. Skills: By the end of the study-unit the student will be able to: - plan for ethical discussions that emerge from secondary school science curricula; - devise learning experiences that help school children explore the various dimensions of ethical issues related to science; and - review their personal value system as part of their personal development as professional school teachers. Main Text/s and any supplementary readings: Books: - Fullick, P. and Ratcliffe, M. (1996). Teaching Ethical Aspects of Science. Bassett Press Southampton, UK. Articles: - Gribble, S., Rennie, L. and Tyson, L. (2000) Negotiating Values for the Science Curriculum: The need for Dialogue and Compromise. Research in Science Education, 30, 199 - 211. - Reiss, M. (1999) Teaching Ethics in Science. Studies in Science Education, 34, 115-140. - Wellington, J. (2004) Ethics and citizenship in science education: now is the time to jump off the fence. School Science Review, 86, 33-38. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Doreen Mizzi Paul J. Pace (Co-ord.) |
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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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