Elementos que conforman la definición de creación

Credits 20

Timetable Autumn term

Tutors Jeremy Airey, Lynda Dunlop, Kerry Knox Module Number EDU00036M

Core/Option Option Aims

This module looks at the place of science in formal and informal education. It considers questions of scientific literacy and public understanding of science, of the response of learners to school science, and of the ways in which ideas about science are communicated to various audiences.

Learning Outcomes

This module looks at the role of science within the educational process, and at the relationships between science, education and society more generally. Science and technology permeate our lives in a variety of ways. Governments see science and technology as central to economic development and national prosperity. This complex set of influences raises many questions about the relationship between science and society, which have significant implications for formal and informal education. In this module, we will examine the aims and purposes of science education, and explore issues concerning school science education, responses to the challenges facing science education, and possible ways of improving its effectiveness. After completing the module, students will:

 have a better understanding of the arguments for giving science a prominent place in the formal curriculum, and for seeking to promote scientific literacy and public understanding of science

 know how science is included in the national curriculum in England, and some of the influences which have led to this position

 have an understanding of some key issues concerning the image of science among learners, and the response of learners to science

 be able to discuss some of the key issues associated with the teaching and learning of science

 be able to engage critically with a range of sources dealing with formal and informal science education.

Students will be expected to locate and read with understanding a range of written sources. They will gain practice in locating information and publications relevant to a specific topic or issue, extracting key points from articles, identifying arguments and the evidence which supports these, and comparing and contrasting different

viewpoints and conclusions. They will develop their skills of oral and written

communication and will make short presentations to the whole group. Students will also develop their IT skills by accessing and sharing information through the VLE (Yorkshare).

Department of Education Modules handbook

September 2015 Page 88

Module content

The module has nine class meetings. These will involve tutor presentations,

workshop activities, discussions and student presentations of various kinds. Students are required to complete specified preparation for each class session. Readings include academic articles and book chapters, policy documents, and articles from professional journals and newspapers. Follow up activities are designed to help reinforce understanding of key points, and to stimulate reflection on learning. Sessions later in the module will help students to prepare for their module

assignment. It is expected that the reading and follow up activities will require several hours per week to complete.

Course Outline

Week 2 What is science? Week 3 Science around us Week 4 Scientific literacy

Week 5 Science in informal settings Week 6 Learning theory and science Week 7 Secondary science

Week 8 Tertiary science

Week 9 Early years and primary science Week 10 Widening participation in science Week 2

What is science?

This class will consider the question ‘what is science?’ and in doing so will make distinctions between science and other disciplines, in particular in terms of how scientific knowledge is created and the role of empirical observation and theory in the furthering of scientific knowledge.

Week 3

Science around us

This session aims to raise awareness of the pervasive presence of science in our lives, and particularly of cutting-edge science research as represented in the media. We will examine how the relationship between the worlds of science and mass media impact on the general public and review the ways in which the education system can encourage critical engagement with science in the media.

Week 4

Scientific literacy

In this session we will consider the purposes of science education, and examine what is meant by scientific literacy. We will consider the implications of this for what is, and what should be, taught in school science.

Week 5

Science in informal settings

This class will raise awareness of different contexts for science learning, and will involve considering the role of the informal sector in engagement with science and

Department of Education Modules handbook

September 2015 Page 89

factors influencing the effectiveness of science education beyond the classroom, and the related evidence.

Week 6

Learning theory and science

Why is science difficult to learn? In this session we will consider the contribution that theories of learning can make to answer this question, and will look at different

models of learning including transmissive and constructivist approaches. Week 7

Secondary science

This session will focus on key issues in the teaching of science at to young people aged 11-18. We will consider the role of practical work and the debate surrounding process- and content-led approaches. We will examine research on young people’s attitudes towards science, and issues relating to teacher recruitment and retention. Week 8

Tertiary science

This session will focus on key issues relating to the teaching and learning of science at the tertiary level, for example in the context of undergraduate courses. We will explore some key research findings related to science education at this educational level, for example those relating to the effectiveness of various pedagogical

approaches. Week 9

Early years and primary science

In this class, you will examine how ‘science’ is placed in the early years foundation stage and in primary science. We will look at play in relation to theories of learning and will examine the characteristics of science-related learning activities in the early years and in the primary school, and the extent to which these represent authentic science.

Week 10

Widening participation in science

This class we will examine who participates in science and consider what has been done, and what (if anything) should be done to increase the participation of under- represented groups in learning and/or practicing science. We will consider recent research relating to participation in science, with a particular focus on gender-related issues.

Reading

The reading for Science, Education and Society will include the following:

Alexander, R. (Ed.) (2010). Children, their world, their education. Final report and recommendations of the Cambridge Primary Review. Abingdon: Routledge.

Braund, M. and Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(2), 1373-1388.

Department of Education Modules handbook

September 2015 Page 90

Driver, R., & Bell, B.(1986). Students’ thinking and the learning of science: A constructivist view. School Science Review, 67, 443-456.

Feynman, R.P. (2007). The meaning of it all. London: Penguin.

Harlen W. (2008). Science as a key component of the primary curriculum: A rationale with policy implications. Perspectives on Education, 1 (Primary Science), 4–18. Retrieved August 24, 2010 from www.wellcome.ac.uk/perspectives.

Jenkins, E.W., & Nelson, N.W. (2005). Important but not for me: Students’ attitudes towards secondary school science in England. Research in Science & Technological Education, 23(1), 41-57.

McClune, B., & Jarman, R.(2010), Critical reading of science-based news reports: Establishing a knowledge, skills and attitudes framework., International Journal of Science Education, 32(6), 727-752.

Mortimer, E.F.; Scott, P.H.. (2003). Meaning making in secondary science classrooms. Maidenhead: Open University Press.

Murphy, C. and Beggs, J. (2003). Children's perceptions of school science, School Science Review, 84,109-116.

Parker R. (2002), Teachers' implementation of gender-inclusive instructional

strategies in single sex and mixed-sex science classrooms. International Journal of Science Education, 24(9), 881-897.

The Institute of Physics and the Royal Society of Chemistry (2008). Why choose physics and chemistry? The influences on physics and chemistry choice of BME students. Retrieved July 15, 2015 from

https://www.iop.org/publications/iop/2008/file_38221.pdf

Wellington, J. J. (1989). Skills and processes in science education: a critical analysis. London; New York: Routledge.

Department of Education Modules handbook

September 2015 Page 91