Module EDUS1591: SCIENCE FOR PRIMARY TEACHING 1

Department: Education (ITE)

EDUS1591: SCIENCE FOR PRIMARY TEACHING 1

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop an in-depth understanding of two major fundamental concepts of science: substance and force.
• To consider how to apply this understanding in the context of primary children's thinking, the primary science curriculum and classroom practice.

Content

• The Concept of Substance:
• a) material object, properties to identify substances, and purity of samples.
• b) changes of state, dissolving, chemical change.
• c) development of an explanatory particle model.
• Concept of Force (and Energy):
• a) mass and the force of gravity.
• b) charge and the electric force.
• c) velocity and acceleration, motion, sketch graphs to describe motion.
• d) energy and temperature.
• e) light, heat and the atomic model.
• f) pressure: particle model in gas and liquid phases; pressure gradients and upthrust.
• Science Education and Application:
• a) an analysis of the National Curriculum for primary science with respect to the concepts of force and substance,
• b) an introduction to approaching teaching and learning in primary science.

Learning Outcomes

• Students must demonstrate:
• a) knowledge and understanding of key scientific ideas that contribute to the concept of a substance,
• b) knowledge and understanding of key scientific ideas that contribute to the concept of a force.

• Students must demonstrate an ability to analyse and interpret a situation/event in terms of the concepts of force and substance, demonstrate an ability to construct a coherent argument in the above contexts.
• Reflect critically upon how these two concepts relate to the National Curriculum requirements in schools,
• Show knowledge and understanding of how aspects of educational theory and research relate to the learning of science by primary age children.

• Ability to construct an academic argument
• Ability to communicate effectively (in writing, diagrams and graphs).

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.
• All learning outcomes are assessed appropriately by an examination

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Equivalent of 1500 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