This is an archived handbook for a previous year. The current undergraduate and postgraduate handbooks can be viewed using the links above.
Postgraduate Handbook 2015-2016 (archived)
Module EDUC45130: CPD Chemistry as an Additional Subject Specialism
Department: Education
EDUC45130: CPD Chemistry as an Additional Subject Specialism
| Type | Level | Credits | Availability | Module Cap | Location |
|---|---|---|---|---|---|
| Tied | 4 | 30 | Not available in 2015/2016 | None. | Durham |
Tied To
- X5K207: Education [with Qualified Teacher Status] (Secondary) (see Postgraduate Handbook 2013-2014 for details)
- X5K307: Education [with Qualified Teacher Status] (Primary) (see Postgraduate Handbook 2011-2012 for details)
- X9A102: Education (UK)
- X9K907: Education [UK]
- X9KC14: The Practice of Education
Pre-requisites
- None.
Corequisites
- None.
Excluded Combinations
- None.
Aims
- To provide chemistry subject matter knowledge for non-specialist secondary science teachers
- To develop teaching skills in chemistry among non-specialist secondary science teachers
- To develop understanding about current issues in chemistry education research
Content
- Chemistry content knowledge teaching on topics to A level standard, to include: chemical bonding; chemical equilibrium; organic chemistry; inorganic chemistry; rates of reaction; thermodynamics; analytical and experimental chemistry
- Chemistry teaching methodology to include: issues relating to practical work; the nature of science; error, risk and hazard; context-based v traditional chemistry courses; assessment of learning
- Issues in chemistry education research, to include: the role of practical work and experiments; misconceptions in chemistry; language and discourse; SEN and inclusion; teachers’ orientations towards science and science teaching; diagnostic and formative assessment
Learning Outcomes
Subject-specific Knowledge
- Develop knowledge and understanding of chemistry concepts
- Gain experience of methodology appropriate for teaching chemistry
- Understand how chemistry education research relates to and impacts on classroom practice
Subject-specific Skills
- knowledge and understanding of chemistry
- research in chemistry education
- how research in chemistry education relates to classroom practice
Key Skills
- developing the ability to study independently and through collaborative work by participation in group discussions presentation of research and / subject information to peers
- developing the ability to reflect critically and analytically on relevant literature
- using research, personal knowledge and subject specific knowledge to develop and improve professional classroom practice
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- Formative - Completion of a diagnostic test probing understanding of chemistry concepts culminating in a summative, 1500 word reflective essay illustrating progress in understanding chemistry, chemistry teaching methodology and research issues, for example by: discussing development of personal understanding of a physics/chemistry concept in relation to relevant research and other literature o Discussing students’ understandings / attitudes towards a chemistry concept/ topic in relation to relevant research and other literature
- Summative 3500 word essay / equivalent multi-media / other presentation that draws critically on research literature on chemistry teaching, showing impact on practice and development of understanding of chemistry concepts, for example by: tracking development of students’ understanding of a chemistry topic in a series of lessons planned and taught by the participant, resulting from engagement and reflection on literature, analysing current literature relating to an issue in hemistry education research from a range of perspectives, including demonstration of potential impact on students’ understanding and teaching methods.
- Complete the diagnostic test probing understanding of chemistry concepts at the end of the module.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total Hours | Attendance Monitored |
|---|---|---|---|---|---|
| Lectures- - chemistry concepts and teaching metholodogy | 12 | 2 | 24 | ||
| Seminars - research in chemistry teaching | 4 | 3 | 12 | ||
| Preparation & reading | 264 | ||||
| Total | 300 |
Summative Assessment
| Component | Component Weighting | Element | Length/Duration | Element Weighting | Resit Opportunity |
|---|---|---|---|---|---|
| Assignment | 100% | Assignment | 3500 words | 60% | |
| Reflective essay | 1500 words | 40% |
Formative Assessment
Completion of a diagnostic test probing understanding of chemistry concepts culminating in a summative 1500 word reflective essay illustrating progress in understanding chemistry, chemistry / teaching methodology and research issues, for example by:- discussing development of personal understanding of a chemistry concept in relation to relevant research and other literature Discussing students’ understandings / attitudes towards a chemistry concept/ topic in relation to relevant research and other literature
Students who do not attend monitored activities shown under Teaching Methods
and Learning Hours, or who fail to complete the summative or formative
assessment(s) specified above, may be subject to the Academic Progress
procedures defined in the University's General Regulation V, and may be
required to leave the University.