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Curricular information is subject to change
On completion of this module, students will be enabled to:
1. Describe features of specific theories of teaching and learning, as relevant to public engagement in STEM and in mathematics & science education;
2. Critically review, summarise and communicate international research and policies related to mathematics & science/STEM education
3. Discuss learnings from international research based on the teaching and learning of mathematics & science and public engagement/science communication (including Citizen Science)
4. Develop their writing skills through: regular reflection, essay writing and report writing.
5. Critically reflect on their learning as undergraduate students;
6. Work closely with peers on a collaborative project;
7. Critically discuss their beliefs about mathematics & science education and communication;
8. Critically reflect on and describe their identities as learners and/or educators of mathematics;
9. Begin developing their pedagogical content knowledge as mathematics & science educators.
10. Develop their skills as mathematics & science education researchers and practitioners;
Teaching for Robust Understanding
Critical Reflection in Learning
Equity and equality in STEM Education
STEM Education: Policies and Research
Public Engagement / Science Communication
Student Effort Type | Hours |
---|---|
Lectures | 24 |
Seminar (or Webinar) | 12 |
Specified Learning Activities | 30 |
Autonomous Student Learning | 50 |
Total | 116 |
Not applicable to this module.
Description | Timing | Component Scale | % of Final Grade | ||
---|---|---|---|---|---|
Assignment: STEM Workshop - Planning a workshop for senior primary/junior secondary class to align with the Teaching for Robust Understanding framework and relevant curriculum. | Week 7 | n/a | Alternative linear conversion grade scale 40% | No | 30 |
Fieldwork: Observation Placement Report / Mathematical Autobiography | Week 9 | n/a | Alternative linear conversion grade scale 40% | No | 30 |
Assignment: Communication of STEM Education research in the form of a public engagement piece for a lay audience. This may be undertaken as a group or individual project. | Week 12 | n/a | Alternative linear conversion grade scale 40% | No | 30 |
Continuous Assessment: Weekly critical reflection tasks. | Throughout the Trimester | n/a | Alternative linear conversion grade scale 40% | No | 10 |
Remediation Type | Remediation Timing |
---|---|
In-Module Resit | Prior to relevant Programme Exam Board |
• 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
Alternative Linear Conversion Grade Scale is used for this module. Feedback will be given on all assessments within three weeks of submission. Further formative assessment may be requested individually by students.
Name | Role |
---|---|
Dr Mary Cunneen | Lecturer / Co-Lecturer |
Assoc Professor Aoibhinn Ni Shuilleabhain | Lecturer / Co-Lecturer |
Ms Emma Owens | Lecturer / Co-Lecturer |
Róisín Neururer | Tutor |
Lecture | Offering 1 | Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 | Fri 12:00 - 13:50 |
Lecture | Offering 1 | Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 | Mon 14:00 - 14:50 |