Module EDUM037 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM037: Secondary Biology Subject Knowledge and Pedagogy
This module descriptor refers to the 2021/2 academic year.
Module Aims
The principal aims of the module are to:
- enable you to gain a comprehensive understanding of the background theory, issues and practice relating to current teaching of science in the secondary curriculum, with particular reference to the teaching of biology;
- support you to meet the Standards required for the award of Qualified Teacher Status and thus be in a very good position to gain employment as a science teacher able to specialize in biology; and
- nurture your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in your subject knowledge and pedagogy, through evaluating current professional practice in relationship to developments in research and curriculum theory.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 1. identify and evaluate educational concepts and issues related to science education; 2. recognise pupils learning needs in secondary science and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work; 3. demonstrate secure subject content knowledge and pedagogic subject knowledge in secondary science at key stage 3 and biology at key stage 4-5; 4. demonstrate secure understanding of the requirements of the National Curriculum for secondary science; |
Discipline-Specific Skills | 5. critically evaluate the relevance of educational theory to practice; 6. synthesise relevant educational literature in support of an argument; 7. use appropriate technologies for data handling and writing in education; 8. present data and findings in a form appropriate in educational studies; 9. use research data in support of an argument in education; |
Personal and Key Skills | 10. manage your own learning development; 11. learn effectively and be aware of your own learning strategies; 12. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes; 13. work productively in different kinds of teams (formal, informal, project based, committee based etc); 14. think creatively about the main features of a given problem and develop strategies for its resolution. |
Module Content
Syllabus Plan
The module introduces students to current thinking in the teaching of biology and develops students’ pedagogic and academic subject knowledge in the field of biology education. Whilst the module’s precise content may vary from year to year, it is envisaged that key elements of the module will include:
• Lecture and Seminar Programme: This covers the theory and practice of secondary science pedagogy.
• Directed Online Study Programme: This covers the theory and practice of secondary science pedagogy.
• Peer Teaching: These sessions give you an opportunity to practice your teaching in a safe and supportive environment.
• Seminar Days: Five university-led days when students share school-based work experiences and develop the links between the theoretical and practical aspects of teaching biology.
On the Secondary PGCE, you will learn and reflect on the skills and knowledge required by the programme’s credit-bearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across all three terms both in the context of your university taught course and in the context of your applied professional experience in schools.
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 |
---|---|---|
101 | 199 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning & Teaching activities | 78 | Lectures, Science Lecture Programme |
Scheduled Learning & Teaching activities | 10 | Peer teaching |
Scheduled Learning & Teaching activities | 12 | Seminar Days |
Scheduled Learning & Teaching activities | 1 | Tutorials with academic tutor |
Guided independent study | 199 | Independent Study |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
See PGCE Secondary Science page on ELE ( http://vle.exeter.ac.uk/ )
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., Bencze, L. & Pedretti, E. (2005) Analysing exemplary science teaching: theoretical lenses and a spectrum of possibilities for practice. Maidenhead: Open University Press.
Bishop, K. & Denley, P. (2007) Learning Science Teaching: Developing a professional knowledge base. Maidenhead: Open University Press
Driver, R. (2015) Making sense of secondary science: research into children's ideas. Abingdon: Routledge.
Jones, A., Reed, R. & Weyers, J. (2012) Practical Skills in Biology. Harlow: Pearson.
Kind, V. and Taber, K. (2005) Science: Teaching School Subjects 11-19. London: Routledge
Kulgemeyer, C. (2018). Towards a framework for effective instructional explanations in science teaching. Studies in Science Education, 54(2), 109-139.
Liversidge, T. (2009) Teaching Science: Developing as a Reflective Secondary Teacher. London: Sage.
Millar, R. (2005) Teaching about energy. University of York.
Nott, M., & Wellington, J. (1993). Your nature of science profile: an activity for science teachers. School Science Review, 75, 109-109.
Osborne, J. & Dillon, J. (2010) Good practice in science teaching: what research has to say. (2nd Edition). Maidenhead: Open University Press.
Ratcliffe, M. & Grace, M. (2003) Science education for citizenship: teaching socio-scientific issues. Maidenhead: Open University Press.
Sotto, E. (2007) When teaching becomes learning (2nd Edition). London, Continuum
Taber, K. (Ed) (2012) Teaching Secondary Chemistry (2nd Edition). London: Hodder Education
Toplis, R. (Ed) (2015) Learning to Teach Science in the Secondary School (4th edition). London: Routledge
Wellington, J. and Ireson, G (2018) Science Learning, Science teaching. (4th edition). London: Routledge
Wellington J. & Osborne J. (2001) Language and literacy in science education. Buckingham: Open University Press.