EDUC43370 Teaching Second Level Science

Academic Year 2021/2022

In this module, you will play with, and develop, the habits of a successful and happy science teacher.

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 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

You will be taught by experienced second-level science teachers & teacher educators

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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 Junior Cycle Science.

Indicative Module Content:

The module seeks to support your development of practical skills, lesson planning, pedagogy, and dispositions associated with second-level science teaching

Student Effort Hours: 
Student Effort Type Hours
Lectures

24
Specified Learning Activities

25
Autonomous Student Learning

50
Total

99
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

Not applicable to this module.


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 demonstrate their membership of the science education community by creating a portfolio Throughout the Trimester 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.

Name Role
Ms Lisa Darley Lecturer / Co-Lecturer
Ms Karen Maye Lecturer / Co-Lecturer