| CODE | EPE5009 | ||||||
| TITLE | Supporting Primary Teachers for Inquiry-Based Learning in Science | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||
| DESCRIPTION | The study-unit focuses on inquiry-based learning and how primary schools can be supported to implement this pedagogy in their practice. It thus revisits policy and practices in primary science at European and national level. It also reviews the different definitions and applications of inquiry at primary level. Literature related to challenges experienced by primary teachers in implementing inquiry-based learning will be reviewed and discussed. It will also present an overview of a number of projects which promote Inquiry science, their vision, approaches as well as initiatives in supporting teachers in implementing inquiry science. Ways of supporting teachers locally will be discussed. Study-unit Aims: The study unit aims to: - Review European and National policies related to science at primary and inquiry-based learning in particular; - Review the different forms of inquiry-based learning in science at primary level in literature; - Identify the key challenges that teachers experience in trying to implement inquiry-based learning in science; - Cover a number of large European projects aimed at promoting inquiry-based learning in science at primary level; - Provide an overview of effective teacher-training practices with primary teachers in science that were reported in literature; - Promote among learners the capability of developing effective support and training for practising teachers in inquiry-based learning in science at primary level. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Identify and describe relevant European and national policies related to science education and to inquiry-based learning in science specifically; - Name and identify key features of European and other international projects involved in promoting inquiry-based learning among primary school teachers; - Identify and appreciated the key challenges which primary teachers face in changing their teaching approach to one of inquiry; - Mention some literature related to examples of training programmes organised for primary teachers in science. 2. Skills: By the end of the study-unit the student will be able to: - Discuss the policy implications related to inquiry-based learning in science at primary level at European and National level; - Discuss the different approaches taken by different European and international projects to promote inquiry science among primary school teachers; - Critically discuss the strengths and weaknesses in training programmes in primary science published in international literature; - Discuss the implications of challenges experienced by primary teachers in implementing inquiry science to teacher support and training provided; - Design and implement support programmes for primary teachers in science. Main Text/s and any supplementary readings: Main Texts: - Rocard m., Csermely P, Jorde P, Lenzen D, Walberg-Henriksson H, Hemmo V., (2007), Science Education Now: A renewed Pedagogy for the Future of Europe, Brussels: European Commission, Directorate-General for Research Science, economy and society. - Hazelkorn E et al, (2015), Science Education for Responsible Citizenship, Brussels: European Union. - Harlen W, (2013), Assessment and Inquiry-based Science Education: Issues in Policy and Practice, Trieste, Italy:Global Network of Sciece Academies. - Alake-Tuenter E, Biemans H, Tobi H, Mulder M, (2013), Inquiry-based science teaching competence of primary school teachers: A Delphi study Teaching and Teacher Education 35, 13-24. Supplementary Readings: - Alake-Tuenter E, Biemans H, Tobi H, Wals A, Oosterheert i & Mulder M, (2012) Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards, International Journal of Science Education, 34:17, 2609-2640. - Delclaux M & Saltiel E, (2013), An evaluation of local teacher support strategies for the implementation of inquiry-based science education in French primary schools, Education 3-13, 41:2, 138-159 - Lucero M, Valcke M & Schellens T., (2013) Teachers' Beliefs and Self-Reported Use of Inquiry in Science Education in Public Primary Schools, International Journal of Science Education, 35:8, 1407-1423. |
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| ADDITIONAL NOTES | This study-unit is offered to graduate teachers only. | ||||||
| STUDY-UNIT TYPE | Lecture & Independent Online Learning | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Suzanne Gatt |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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