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EDUC42850

Academic Year 2024/2025

Teaching Science A (EDUC42850)

Subject:
Education
College:
Social Sciences & Law
School:
Education
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Assoc Professor Shane Bergin
Trimester:
Autumn
Mode of Delivery:
Blended
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module accompanies Teaching Science B.

In these modules, you will play with, and develop, the habits of a successful and happy science teacher. At UCD, a typical week in initial teacher education will involve placement and College work. At the beginning, you might wonder how can lectures help me ‘control’ a group of second-year students, let alone support you in designing, teaching and assessing great teaching. This module, grounded in research, is designed for each of you to construct a robust science teacher identity – one that is built upon your own experiences and will grow through the relationships you’ll form with pupils, colleagues, peers, and lecturers.
This module will involve thinking about the nature of science, what makes for ‘good’ teaching, and how you can grow as a science teacher. We will work as a community – my aim as your lecturer will be that at the end of your course you will support each other and co-direct your future teacher education.

About this Module

Learning Outcomes:

On completion of this module, students will be enabled to:

Model effective habits of teaching. This will involve i) developing a sense of what you value in science and science teaching, ii) playing with effective strategies (pedagogy, assessment, etc.) that see you explore and test those values, iii) implementing your own science teacher education plan.

Unpack Junior Cycle Science learning objectives. Student teachers will explicitly develop and model effective habits of teaching through their teaching of Junior Cycle Science. This will involve students creating, teaching, and assessing effective science lessons. It will also see them engage with the curriculum and the underlying principles of its design.

Describe and evidence (their own) effective teaching & learning. This will involve creating written accounts where you go beyond a description of what you planned and what happened, to an evidence-based and analysed approach. You will be asked to reflect on your own teacher education – on your knowledge, your beliefs, the habits you’re working to improve your teaching, and the role of community in these.

Indicative Module Content:

The module seeks to support your development and serves as a place for you to inform and reflect upon your science placement. As scientists, we will approach things scientifically. Your placement is a space for you to experiment. You will be asked to make informed hypotheses around what’s happening in your class, try new approaches or pedagogies, consider ways to assess whether what you’ve done has worked, and for you to be critical of your teaching in such a way that you learn.

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

48

Autonomous Student Learning

50

Lectures

24

Total

122


Approaches to Teaching and Learning:
Classes will take place in a science-lab. Students will work with their peers and lecturer, employing active pedagogy to engage with key ideas.

The module will go beyond demonstrating how to teach topics in science, to creating a functioning community of practice wherein student teachers are empowered and supported to try, teach, reflect, and learn. Group work, practical work, reflective sessions, and discussions will enable this.

Requirements, Exclusions and Recommendations
Learning Recommendations:

NA


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Students will submit a short reflective piece on how their mindsets toward teaching are reflected in practice. Piece can be audio or written Week 6 Pass/Fail Grade Scale Yes
20
Yes
Individual Project: Students will present a 'teach-back' in the final two weeks of term. These will be presented to peers and examiners. Week 11, Week 12 Graded Yes
80
Yes

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.

Name Role
Declan Cathcart Lecturer / Co-Lecturer

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