EDUC42860 Teaching Science B

Academic Year 2022/2023

This module accompanies Teaching Science A

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.

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.

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Curricular information is subject to change

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.

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
Lectures

24
Autonomous Student Learning

100
Total

124
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 Open Book Exam Component Scale Must Pass Component % of Final Grade
Portfolio: Students will compile a short dossier that demonstrates their membership of the UCD science education community. It should support claims made in the student's presentation. Throughout the Trimester n/a Graded No

10
Presentation: Teaching Exemplar. Students will ‘teach back’ a topic they have previously taught to their peers in UCD. Unspecified n/a Graded Yes

90

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