Module EDUS3341: SCIENCE FOR PRIMARY TEACHING 3

Department: EDUCATION [Queen's Campus, Stockton]

EDUS3341: SCIENCE FOR PRIMARY TEACHING 3

Prerequisites

• Science for Primary Teaching 1 (EDUS1591) AND Science for Primary Teaching 2 (EDUS2511).

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To build upon ideas introduced in Science for Primary Teaching 1 and 2 and extend the students' understanding in areas of:
• a) the structure of materials;
• b) electricity;
• c) light and sound;
• d) the genetic basis of life;
• To extend understanding of ideas relating to the quality of data;
• To consider how to apply this understanding in the context of primary children's thinking, the primary science curriculum and classroom practice.

Content

• ELECTRICITY: voltage and current in circuits interpreted in terms of an electron model, resistance and resistivity.
• LIGHT: nature of light, shadows, scattering, reflection, images, colour.
• SOUND: nature of sound and its properties.
• Genetic basis for life.
• genetics, structure, action, control of genetic material, consequences of maintenance and change of genes to systems.
• EVIDENCE: sampling ideas in realtion to varied population.
• SCIENCE EDUCATION AND APPLICATION: life processes, materials and their properties and physical processes in the National Curriculum.
• Planning for effective teaching and learning in Primary Science:
• a) understanding
• b) progression
• c) assessment and individual needs and differences.

Learning Outcomes

• Students will be able to:
• knowledge and understanding of ideas associated with phenomena involving electrical cell circuits,
• demonstrate knowledge and understanding of ideas associated with phenomena involving light, demonstrate knowledge and understanding of the chemistry underpinning processes of life
• demonstrate an understanding of the concept of measurement and the related ideas of uncertainty
• demonstrate knowledge and understanding of simple statistics as they apply to describing the quality of data,
• demonstrate an understanding of the nature of models in science, demonstrate an ability to analyse and interpret an event/situation in terms of the above ideas,
• demonstrate an ability to apply the above ideas in new situations and contexts.
• Reflect critically upon how the above concepts relate to the National Curriculum requirements in schools, use developing knowledge and understanding of how aspects of educational theory relate to the learning of science by primary age children in the context of effective planning for teaching and learning in the classroom,

• think critically and independently;
• analyse, synthesise and evaluate primary and/or secondary data;.
• critically analyse literature on a variety of contemporary education issues;
• construct and sustain a reasoned argument;
• observe, record and relate educational practice to theory in primary schools and classrooms;
• be able to observe, record and relate educational practice in theory in relation to the above ideas.

• communicate ideas, principles and theories effectively in a variety of ways;
• work effectively on given tasks and activities;
• use Information and Communications Technology in a variety of ways;
• manage time and work to deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures: these provide a supporting framework to structure the students' thinking and learning. Staff identify core information and select the most relevant and up-to-date material from literature. Theories and concepts are introduced and explained. Attention is drawn to key ideas and possible misunderstandings can be addressed. Analysis and critical evaluation are exemplified.
• Workshops: are used to set a variety of tasks and to stimulate peer-assisted learning in focused discussions and debate. Students' abilities of critical analysis, evaluation and reflection are developed, and skills, knowledge and understanding consolidated. Such sessions also afford the opportunity for specific interaction between lecturers and individuals and groups of students. As appropriate, students will be required to practise their presentational skills in contributions to plenary sessions
• An examination will assess all learning outcomes.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Two pieces of formative assessment (about 500 words each)

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University