EDUC42350 Junior Science II

Academic Year 2023/2024

This module will build on the competencies developed in Year 1 to enable the students to develop their skills as science teachers in four main areas:
• The science teacher as a reflective practitioner. The course will further develop skills initiated in year 1 to enable the teachers to critically evaluate their role as a leader of learning in the classroom. An important aspect of this will be the way in which they evaluate their own lessons and identify the changes which need to be made to improve student learning.
• Assessment of pupils to enhance learning in the science classroom. Students have already been introduced to this idea but this course will explore this issue in greater depth giving them further insight into the wide variety of techniques which can be used in science to get feedback on whether learning has occurred and to give feedback to students in such a way that they feel empowered to take control and ownership of their own learning and progress.
• Critical analysis of science education research and science education reform initiatives are explored in such a way that students can evaluate research and decide what findings are relevant to their own practice in the science laboratory.
• The science teacher’s role as part of a community of practice. It is critical that as young teachers our students recognise their role as part of a professional community of science teachers and that they experience and understand the importance operating within a community of practice and that the process of sharing ideas and expertise becomes part of their normal everyday function. The students themselves will set up a community of practice periodically reflecting on its efficacy and how it has the potential to improve their teaching and the learning of their students.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module, students will be enabled to:
• Use a reflective model to critically evaluate their own lessons and the lessons of others in terms of pupil learning and make improvements based on their evaluation.
• Demonstrate using a variety of techniques that they are able to get feedback from their pupils about their learning within the framework of their class. They must also show that they recognize the pros and cons of giving feedback in a variety of ways and their responsibilities in facilitating their pupils to use feedback to enhance their learning.
• Critically analyse science educational research and reform initiatives and how the impact on their own classroom practice.
• Demonstrate their ability to contribute to and enhance their own classroom science teaching through their active participation in science education communities of practice.

Indicative Module Content:

Student teachers will complete an action-research project in an area of their choosing. The potential for the Junior Cycle Science specifiation to address learners to explore and investigate sustainable development in the science classroom is encouraged.

Student Effort Hours: 
Student Effort Type Hours
Lectures

24
Autonomous Student Learning

100
Total

124
Approaches to Teaching and Learning:
Much of the module will involve project-based learning, with students driving a good deal of the content and focus of the lectures.

Students will also engage with peer-to-peer learning, consistent with the Community of Practice model underpinning their science teacher education. 
Requirements, Exclusions and Recommendations
Learning Recommendations:

NA


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Presentation: Teaching Exemplar. Students will ‘teach back’ a scheme they have previously taught to their peers in UCD. It will demonstrate their membership of the UCD science education community. Unspecified n/a Graded Yes

100

Carry forward of passed components
Yes
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

The lecturers will provide comments on student work as they are written. The assignments will be graded against rubrics that will be discussed in class. Students will receive a copy of the feedback sheets and will have the opportunity to speak to the lecturer regarding their assessments. Given the practical nature of this module, feedback will be offered over the entire trimester. The group will be asked to reflect at various points during the module. The lecturer will provide formative feedback to the group. The aim of this feedback is to shape the class as a community of practice.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Autumn
      
Laboratory Offering 1 Week(s) - Autumn: All Weeks Wed 14:00 - 15:50