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.

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 (2^nd 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 (3^rd 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 (5^th Edition). (London: Sage)