| CODE | MSS5005 | ||||||||||||
| TITLE | Teaching Secondary Science Specialisation | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Mathematics and Science Education | ||||||||||||
| DESCRIPTION | The study-unit aims to provide students with a deeper insight into the nature of science education. Organised into two major parts, the course will help students identify the key concepts and common misconceptions (and ways to address them) of the main themes in the secondary school science syllabi. In the first part of the study unit, students will review the science syllabi for Forms 1-2. For the second part, students will be asked to choose one from the three current school science subjects. In this part, students will review the science syllabi for Forms 3-5. Throughout the unit, students will be encouraged to adopt an interdisciplinary and multidisciplinary approach to science learning and teaching. Study-Unit Aims: The study-unit will: - familiarise students with the historical development of different school science subjects; - develop an interdisciplinary and multidisciplinary perspective of science; - identify the background knowledge, concepts and skills required of learners following the various science courses at secondary school level; - familiarise students with the science syllabi currently taught in secondary schools; - identify key or difficult concepts in science and devise ways of helping learners master them; - critically analyse issues of relevance of science textbooks/syllabi to personal, social, environmental, economic, political and technological interests; and - explore ways of making science teaching more relevant to the learner’s everyday life experiences. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - trace the historical development of secondary school subjects; - outline the background knowledge, concepts and skills required to facilitate science learning at secondary school level; - analyse the features and emphasis that characterise the syllabi of specific science subjects; - identify and summarise the key concepts and ideas of the main scientific themes featured in the secondary school syllabi; and - identify misconceptions that might arise while teaching specific scientific themes featured in the secondary school syllabi. 2. Skills: By the end of the study-unit the student will be able to: - design curriculum materials, including schemes of work, lesson plans, resources and assessment materials that can be used in science teaching; - organise practical sessions that target the development of specific cognitive and psychomotor skills; - identify key scientific ideas and build learning activities that enhance their understanding; and - propose appropriate teaching strategies that can be adopted to identify and deal with student misconceptions in science. Main Text/s and any supplementary readings: Main Texts: (Depending on choices made by students) (a) Science in the initial secondary school years Readings compiled from articles of interest from the School Science Review; and the International Journal of Science Education. (b) Life Sciences - Modell, H. & Michael, J.A. (Ed) (1993) Promoting active learning in the life science classroom. New York Academy of Sciences. - Naudi, C. (2009) Developing an interactive pedagogy for teaching and learning biology. Unpublished MEd. dissertation. Faculty of Education. Readings compiled from articles of interest from the American Biology Teacher; the Journal of Biological Education; the School Science Review; and the International Journal of Science Education. (c) Chemical Science Option - Herron, J.D. (1996) The Chemistry Classroom. Washington D.C.: The American Chemical Society. - McDuell, B. (2000) Teaching Secondary Chemistry. London: John Murray/Association for Science Education (ASE). (d) Physical Sciences Option - Breithaupt, J. (2002) Key Science Physics, UK: Nelson Thornes Ltd. - Duncan, T. & Kenneth H. (2009) IGCSE Physics, UK: Hodder Education. - Johnson, K. (2005) Physics for You, UK: Nelson Thornes Ltd. - Sang, D. (2000) Teaching Secondary Physics, London: John Murray. |
||||||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
|
||||||||||||
| LECTURER/S | Charles G. Bonello Josette Farrugia Sarah Farrugia Penelope Anne Fitzgerald Doreen Mizzi Martin M. Musumeci Paul J. Pace Konrad Pirotta Alexander Vella Audrey Vella Bondin |
||||||||||||
|
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 2023/4. It may be subject to change in subsequent years. |
|||||||||||||