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 Skills1. 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 Skills4. 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 Skills8. 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)