Module EFPM323 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM323: Science Education for Diversity
This module descriptor refers to the 2019/0 academic year.
Module Aims
develop your understanding of recent research evidence concerning conceptualisations of diversity and its relationship to current practice in science teaching;
promote critical examination of the relationship between conceptualisations of diversity and your own practice as a science teacher in primary or secondary school or in further education college;
to understand and critically analyse how ‘data’ is used in education settings to think about the relationship between diversity and students’ learning;
enable you to investigate and reflect upon the relationship between student diversity and professional knowledge and practice through carrying out a case study into the planning and teaching of a self-selected science topic, within your own context, that takes account of diversity and gives students a voice in the planning of their lessons.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 1. explain the relevance of student diversity to the practice of teaching science; 2. critique and reflect upon professional practice with particular reference to student diversity to improve teaching and learning; 3. demonstrate a critically analytical approach to using research literature to develop effective approaches to teaching science that takes account of student diversity. |
Discipline-Specific Skills | 4. critically evaluate the relevance of educational theory to practice; 5. critically analyse and present data and findings in a form appropriate in educational studies; 6. use research data in support of an argument in education; 7. undertake systematic research and development of professional practice, and use the outcomes to effect change; |
Personal and Key Skills | 8. manage your own learning development; 9. study independently and collaboratively; and 10. demonstrate high level project management and communication skills. |
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.
Alsop, S et al (eds) (2004) Analysing Exemplary Science Teaching. (Maidenhead: Open University Press)
Bennett, J (2003) Teaching and Learning Science: A guide to recent research and its applications. (London: Continuum)
Bishop, K and Denley, P (2007) Learning science teaching: Developing a professional knowledge base. (Maidenhead: Open University Press)
Mansour, N and Wegerif, R (2013) Science Education for Diversity: Theory and practice. (Dordrecht: Springer)
Monk, M and Osborne, J (eds) (2010) Good practice in Science Teaching: What research has to say (2nd Edition). (Maidenhead: Open University Press)
Oversby, J (2012) (ed) ASE Guide to Research in Science Education. (Hatfield : ASE)
Rudduck, J and McIntyre, D (2007) Improving Learning through Consulting Pupils. (London: Routledge)
Wallace, J and Louden, W (eds) (2001) Dilemmas of science teaching. (New York: RoutledgeFalmer)
Wellington, J and Ireson, G (2012) Science learning, science teaching (3rd edition) (London: Routledge)
Wilson, E (ed) (2013) School-based Research: A Guide for Education Students. (London: Sage)
Yin, R K (2014) Case study research: Design and methods (5th Edition). (London: Sage)