Module EDUS3341: SCIENCE FOR PRIMARY TEACHING 3

Department: Education [Queen's Campus, Stockton]

EDUS3341: SCIENCE FOR PRIMARY TEACHING 3

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To build upon ideas introduced in Science for Primary Teaching 1, and extend the students' understanding in areas of electricity, heat and temperature, light and sound.
• Drawing on the scientific ideas developed in Science 1, Science 2 and those above, to consider how to apply this understanding in the context of primary children’s thinking, the primary science curriculum and classroom practice (including the use of ICT).

Content

• Electricity: voltage and current in circuits interpreted in terms of an electron model, resistance and resistivity. Analogies for electric circuits.
• Light: nature of light, shadows, scattering, reflection, images, colour.
• Sound: nature of sound and its properties.
• Heat and temperature in relation the sense of hot and cold.
• ICT in science teaching.
• Science education and application.
• A constructivist view of knowledge and its implication for teaching and learning.
• Planning for effective teaching and learning in the National Curriculum for Primary Science (Scientific Enquiry, Life Processes, Materials and their Properties and Physical Processes):
• pupils’ understandings
• concepts of evidence and process views of scientific enquiry
• progression in understanding
• assessment and individual needs and differences.

Learning Outcomes

• knowledge and understanding of ideas associated with electrical cell circuits;
• knowledge and understanding of ideas associated with light;
• knowledge and understanding of ideas associated with sound;
• knowledge and understanding of ideas associated with heat and temperature;
• an understanding of the nature of models in science;
• an understanding of a constructivist view of knowledge and its implications for teaching and learning.

• critically analyse literature on a variety of contemporary education issues in relation to primary science education;
• observe and relate educational practice to theory in primary schools and classrooms;
• reflect critically upon the requirements of the Science National Curriculum in Primary Schools;
• plan for effective teaching and learning in Primary Science, with reference to the science, pupils' ideas, the nature of scientific enquiry, progression and assessment.

• communicate effectively (in writing, diagrams and graphs);
• manage time and work to deadlines;
• construct and sustain a reasoned argument;
• evaluate and make use of information from a variety of primary and secondary sources.

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:

One piece of formative assessment (about 1000 words).

■ 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