Module EDUM038 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM038: Secondary Biology with Psychology Subject Knowledge and Pedagogy
This module descriptor refers to the 2019/0 academic year.
Module Aims
The principal aims of the module are to:
• enable you to gain a comprehensive and up to date understanding of the background theory, issues and practice relating to current teaching of science in the secondary curriculum, with particular reference to the teaching of biology with psychology;
• support you to meet the Standards required for the award of Qualified Teacher Status; and
• nurture your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in your subject knowledge and pedagogy, through evaluating current professional practice in relationship to developments in research and educational theory.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. identify and evaluate educational concepts and issues related to science education; 2. recognise pupils learning needs in secondary science and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work; 3. demonstrate secure subject content knowledge and pedagogic subject knowledge in secondary science at key stage 3 and biology with psychology at key stage 4-5; 4. demonstrate secure understanding of the requirements of the National Curriculum for secondary science; |
| Discipline-Specific Skills | 5. critically evaluate the relevance of educational theory to practice; 6. synthesise relevant educational literature in support of an argument; 7. use appropriate technologies for data handling and writing in education; 8. present data and findings in a form appropriate in educational studies; 9. use research data in support of an argument in education; |
| Personal and Key Skills | 10. manage your own learning development; 11. learn effectively and be aware of your own learning strategies; 12. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes; 13. work productively in different kinds of teams (formal, informal, project based, committee based etc); and 14. think creatively about the main features of a given problem and develop strategies for its resolution. |
Module Content
Syllabus Plan
The module introduces students to current thinking in the teaching of biology with psychology and develops students’ pedagogic and academic subject knowledge in the field of biology with psychology education. Whilst the module’s precise content may vary from year to year, it is envisaged that key elements of the module will include:
• Lecture and Seminar Programme: This covers the theory and practice of secondary science pedagogy.
• Peer Teaching: These sessions give you an opportunity to practice your teaching in a safe and supportive environment.
• Seminar Days: Five days when students return to the university to share school-based work experiences and develop the links between the theoretical and practical aspects of teaching biology with psychology.
On the Secondary PGCE, you will learn and reflect on the skills and knowledge required by the programme’s credit-bearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across all three terms both in the context of your university taught course and in the context of your 24 weeks of applied professional experience in schools.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 101 | 199 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 78 | Lectures; Science Lecture Programme |
| Scheduled Learning & Teaching activities | 10 | Peer Teaching |
| Scheduled Learning & Teaching activities | 12 | Seminar Days |
| Scheduled Learning & Teaching activities | 1 | Tutorials with academic tutor |
| Guided independent study | 199 | Independent Study |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Web based and electronic resources: see PGCE Secondary Science page on ELE ( http://vle.exeter.ac.uk/ )
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Abrahams, I. (2010) Practical Work in Secondary Science: A minds-on approach. London: Continuum.
Bennett, J. (2004) Teaching and Learning Science: A guide to recent research and its applications. London: Continuum
Bishop, K. & Denley, P. (2007) Learning Science Teaching: Developing a professional knowledge base. Maidenhead: Open University Press
Hollins, M. (2010) ASE Guide to Secondary Science Education. Hatfield: ASE
Jarvis, M. (2011) Teaching Psychology 14-19: Issues and Techniques. London: Routledge.
Kind, V. and Kind, P.M. (2008) Teaching Secondary How Science Works. London: ASE/John Murray.
Kind, V. and Taber, K. (2005) Science: Teaching School Subjects 11-19. London: Routledge
Oversby, J. (2012) ASE Guide to Research in Science Education. Hatfield: ASE
Parkinson, J. (2002) Reflective Teaching of Science 11-18. London: Continuum
Pollard, A. (2008) Reflective Teaching: Evidence-informed Professional Practice (3rd Edition). London: Continuum
Pollard, A. (ed) (2002) Readings for Reflective Teaching. London: Continuum
Reiss, M. (ed) (2011) Teaching Secondary Biology (2 nd Edition). London: ASE/Hodder
Reiss, M. (2000) Understanding Science Lessons. Buckingham, Open University Press
Sang, D. (Ed.) (2011) Teaching Secondary Physics (2 nd Edition). London: Hodder Education
Shoesmith, G (2003) Psychology: A Complete GCSE Course. Cambridge, Lutterworth Press
Sotto, E. (2007) When teaching becomes learning (2nd Edition). London: Continuum
Taber, K. (Ed) (2012) Teaching Secondary Chemistry (2nd Edition) London: Hodder Education
Toplis, R. (Ed) (2015) Learning to Teach Science in the Secondary School (4th edition) (London: Routledge)
Wellington, J. and Ireson, G (2012) Science Learning, Science teaching. (3 rd edition). London: Routledge
Williams, J.D (2011) How Science Works: Teaching and learning in the science classroom. London: Continuum.
Wilson, E. (2009) School-based Research: A Guide for Education Students. London: Sage
