Postgraduate Course: Subject Specialism: Physics (1) (EDUA11379)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | This course examines pedagogical approaches to physics and general science education in upper primary and all secondary stages of Scottish schools. This course will develop a critical understanding of theories of learning, teaching and assessment of physics and general science, and students will learn how to use theoretical knowledge about subject and pedagogy in physics and general science to devise teaching that is designed to meet the needs and interests of diverse learners. |
| Course description |
This course considers the progression of core concepts in scientific thinking, drawing on socio-cultural and social constructivist theories of learning and the role of dialogic teaching that are dominant in the field of physics and general science education.
The course content is designed to critically engage and fully familiarise students with national guidelines and current curriculum and assessment policy arrangements for physics and general science in Scottish schools. Students engage critically and analytically with theories of teaching, learning and assessment. They are expected to apply those theories to practice and to critically reflect on university and site-based experiences as they begin the process of becoming reflective and reflexive practitioners. Students are expected to engage extensively with, and make meaningful and purposeful use of a wide range of appropriate literature.
Students will critically review latest research findings in physics and general science education, design effective learning environments, reflect on their own practice and create links between theory and practice in physics and general science education. Students will explore and develop their knowledge and understanding of learning and teaching physics and general science so that they can:
- analyse and critique curricula at policy level and at classroom delivery level within the subject specialism in order to develop purposeful, engaging teaching for learners from P5 to S6
- have sound knowledge of the Primary Science curriculum and how it is implemented, and the implications for Secondary teachers to support transition issues
- develop understanding of assessment within the context of science education in Broad General Education and of physics education in the Senior Phase
- be aware of the importance of promoting a positive attitude to physics and general science in school, and of the difficulties 'real and perceived' that pupils may encounter with the subject
- develop skills, knowledge and understanding of ways of supporting pupils' physics and general science education
- develop a reflective and imaginative approach to teaching physics and general science
- be familiar with varied strategies such as group work and practical work, and taking an investigative approach to topics when appropriate
- be familiar with matters of health and safety in physics and general science education, in particular practical elements
- plan, implement and evaluate lessons and sequences related to curriculum requirements and the needs of the pupils in their care on the site-based component of the programme
Students will be encouraged to be aware of the range of skills, expertise and experience existing within their peer group, and to make the most of these to promote 'learning together'. There will be tutor-led seminars and student-led sessions, including role-play in 'mini-lessons', and self- and peer-assessment will be encouraged throughout. Some topics, such as familiarisation with resources and technologies for learning and teaching in physics and general science, will be self and peer-study based on materials provided by tutors.
Students taking this course will work in collaborative groups in seminars and in directed study time, both in university and cluster sites. Learning will be problem based and students will be expected to contribute extensively in tutorial sessions.
The course will comprise 10 hours of whole group teaching/ tutor contact.
Students will engage in 35 hours of site-based learning and 20 hours of directed study on campus.
Independent Learning of 35 hours completes the breakdown of learning and teaching activities.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate critical understanding of the principal theories, concepts and principles related to the teaching of subject specialism (physics) in schools
- Apply knowledge, skills and understanding of theoretical perspectives as related to planning and preparing for practice, through developing imaginative and creative curricular materials that draw on a range of relevant sources and that are relevant to site-based context.
- Critically review, evaluate and synthesise key issues related to development of curricular materials, or issues that are informed by practice in professional site-based context.
- Engage critically and analytically with academic and policy literature related to teaching subject specialism (physics) in the schools and begin to apply this thinking to their development as reflective and reflexive professionals
- Analyse their learning on this course in relation to relevant core concepts of social justice, sustainability, global perspectives, digital and statistical literacies and professional inquiry skills.
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Reading List
INDICATIVE TEXTS:
Angell, C., Ryder, J. and Scott, P.H. 2005. Becoming an expert teacher: Novice physics teachers' development of conceptual and pedagogical knowledge. Paper presented at the European Science Education Research Association Conference, Barcelona, Spain, 2005. [Accessed 12 December 2011]. Available from http://folk.uio.no/carla/ARS_2005.pdf
Inglis, M., Mallaburn, A., Tynan, R., Clays, K. and Jones, R. B. 2013. Insights from an SKE course for preparing new chemistry and physics teachers. School Science Review. 94(349), pp. 101-107
Kind, V. 2009. Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education. 45(2), pp. 169-204
Loughran, J., Berry, A. & Mulhall, P. (2012). Understanding and Developing Science Teachers¿ Pedagogical Content Knowledge, 2nd edition. Sense Publishers.
Van Driel, J. H., Verloop, N. and De Vos, W. 1998. Developing science teachers¿ pedagogical content knowledge. Journal of Research in Science Teaching. 35(6), pp. 673-695 |
Additional Information
| Graduate Attributes and Skills |
Mindset: Enquiry and Lifelong learning
Desire learning and insights that make a positive difference to themselves and the world around them. Inspired by their exposure to world-leading research and discovery within their discipline and beyond, they are innovative and lifelong learners.
Mindset: Aspiration and Personal Development
Draw on their initiative and resilience to expand and fulfil their potential. They take personal responsibility in pursuing their goals and grasping opportunities to grow. They do this making the most of their education, abilities, self-awareness and confidence.
Mindset: Outlook and Engagement
Draw on the quality, depth and breadth of their experiences to engage with the communities and world around them. They do this with a global perspective and a desire to contribute positively.
Skills: Research and Enquiry
Skills in research and enquiry enable graduates to creatively tackle problems and to generate and make use of opportunities for learning.
- recognise diverse styles of thinking and ways of working and developing capabilities to bring out the best in others regardless of their style preferences
- use information and knowledge effectively in order to abstract meaning from information and to share knowledge, including the use of quantitative skills
- digital literacy skills, including able to interrogate visual and information, as well as
having IT skills, including familiarity with word processing, spreadsheets, file management and use of internet search engines
- proficiency, confidence and competence with numbers and measures
Skills: Personal and Intellectual Autonomy
Evaluate ideas and evidence using critical and reflective thinking. They do this drawing on their open-mindedness, curiosity, integrity and logic.
- be critically self-aware, self-reflective and self-manage in order to fully maximise potential
- the importance of the development of lifelong learning skills as part of continuing personal and professional development
- the importance of learning to learn
Skills: Communication
Skills in communication to enhance their understanding and to engage and collaborate effectively with others.
- effective communicators who are able to read and write, present, listen, influence and network
- develop their oral communication of complex ideas and arguments using a range of media
- be able to communicate complex ideas and arguments in writing using a range of media
- have the ability to produce clear, structured written work
- articulating and effectively explaining information
- understand when and how it is best to communicate through social media
- look into the best way to promote themselves through social media, if they wish to
Skills: Personal Effectiveness
Skills in personal effectiveness to be adaptable and have a positive influence, taking into account their values, abilities and wider context.
- have an ability to prioritise
- have an ability to plan and effectively use resources to achieve goals
- have resilience and the ability to recover from setbacks
- effectively perform within team environments including the ability to recognise and capitalise on individuals' different thinking, experience and skills
- seek and value open feedback to help their self-awareness of working with a team
- be responsive to their changing surroundings, both being flexible and proactive
- have the ability to recognise the need for and initiate change and be able to manage change
- broadly, have an ability to demonstrate an innovative approach, creativity, collaboration and risk taking |
| Keywords | physics,general science,education,primary,secondary,teaching |
Contacts
| Course organiser | Mr Nick Hood
Tel: (0131 6)51 6341
Email: |
Course secretary | Ms Mairi Ross
Tel: (0131 6)51 4241
Email: |
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