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. |
Module Content
Syllabus Plan
This module introduces you to different ways of conceptualising ‘diversity’ in relation to science teaching and learning. The module can be studied either online only or face-to-face supported with online elements. Precise content may vary as new research evidence is included, but main elements of the module will be:
Short online videos to introduce key ideas for discussion (for example ‘diversity factors’ such as gender, ethnicity, (dis)ability, culture and social background; the concept of diversity through student voice; how schools and policy-makers use diversity data to explore educational achievement; the relationship between learning theories and planning for diversity; planning for diversity in Science classrooms; case study research).
Face-to-face (on two taught days) or online workshops with a tutor and cohort of students to explore and discuss the material introduced online in depth, facilitated with resources developed by the tutor.
Face-to-face (on two taught days) or online seminars with a tutor and smaller group of students to discuss case study research.
Online peer group support facilitated through directed tasks developing knowledge and understanding of module content and skills.
Online tasks for self-directed study and assessment. Tasks are undertaken in response to your individual needs, identified through completion of an individual needs analysis. This enables you to track your progress through your Masters modules in relation to Level 7 assessment criteria.
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 |
---|---|---|
15 | 285 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
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Guided independent study | 4 | Four online preparatory lectures of 30-40 minute duration, watched through ELE, with prompt questions for reflection |
Scheduled Learning & Teaching activities | 12 | Six two-hour face-to-face or online workshops and seminars facilitated by tutors |
Scheduled Learning & Teaching activities | 3 | Individual supervision by academic tutor, with face to face or distance options. |
Guided independent study | 3 | Completion of an individual needs analysis which will be used by tutors to advise on use of online study support modules |
Guided independent study | 20 | Preparatory reading to prepare for workshops and seminars (approx. 10 articles) |
Guided independent study | 50 | Preparation of notes on designs of teaching strategies that take account of pupil diversity. Task includes reading about the specific aspect of diversity that will be addressed and the theoretical underpinning of their approach, discussion of project with relevant school/college staff and possible pilot work as well as drafting notes. |
Guided independent study | 50 | Preparation of notes on their school/college setting, drawing on school/college data and relevant research literature to explore concepts of diversity in their setting. |
Guided independent study | 10 | Preparation of a poster about their ongoing case study for peer and tutor feedback |
Guided independent study | 148 | Completion of Case Study for summative assessment. Task includes data collection and analysis of pupils perspectives on their engagement and progress in a short sequence of lessons, further reading in relation to focus of the project, synthesis of material and drafting/redrafting the final piece of work. |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
Set exercise: Individual Needs Analysis in relation to Level 7 criteria | 3 hour | 8, 9 | Verbal (tutorial) and written action plans |
Written notes about design of teaching strategies to take account of diversity | 1, 500 words | 1, 2, 3 | Written formative feedback from tutor |
Case Study poster shared with seminar groups. Each student to present your poster to peers, providing an explanation of their context, rationale for design of teaching strategies rooted in research and any initial findings. | Research poster and presentation equivalent to 1000 words. | 1, 2, 3, 5, 6, 7, 8,9, 10 | Oral feedback from peers and tutor (face to face); feedback from peers and online tutor (distance). |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Written case study report | 100 | 5,000 words | 1, 2, 3, 5, 6, 7, 10 | Written |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
---|---|---|---|
Written case study report | Written case study report (5000 words) | 1, 2, 3, 5, 6, 7, 10 | 6 weeks |
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)