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.

Intended Learning Outcomes (ILOs)
This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
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
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).