Unit name | New Technologies in Science Education |
---|---|
Unit code | EDUCM4005 |
Credit points | 20 |
Level of study | M/7 |
Teaching block(s) |
Academic Year (weeks 1 - 52) |
Unit director | Professor. McFarlane |
Open unit status | Not open |
Pre-requisites |
EDUCM4000 |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
This unit will develop participants' understanding of the actual and potential roles of digital technologies within science education in relation to learning, teaching and curriculum issues. The roles and potentialities of the range of ways ICT can be used in science teaching and learning will be discussed with reference to seminal theoretical perspectives. Students will consider the following questions in relation to learning with new technologies: What's the same? What's different? Where might technology lead us? Where might the technology be used?
Unit Aims:
The students will be able to:
The teaching strategy will employ three broad approaches, where appropriate, with the aims of contextualising as well as theorising issues of central importance, the development of student autonomy, and the individualisation of study and support. These are:
Face to Face Teaching
Examples here include large and small group teaching methods, including presentations from staff and experienced professionals, debates, case study analyses, student presentations and practical workshops.
ELearning
ELearning approaches will be used to facilitate individualised study and support within the broad parameters of the units and programme. These will include: on-line discussion (with individuals and groups, online supervision and peer mentoring, guidance and feedback. Critical use of Web resources will be encouraged.
Research.
Where appropriate, for example in order to provide data for analysis or to support a dissertation study, the use of action research, small-scale empirical studies and observations of professional practice will be encouraged and facilitated.
EITHER 1. a written essay or electronic presentation of 3000 words (or equivalent) which covers as a minimum, the following issues,
OR
2. A portfolio of evidence to support learning throughout this module. This will include examples of critiques, activities produced, evaluations of activities with learners etc. all supported by a reflective diary / journal. It will be substantially more than just the completed tasks.
Both options require a literature review and bibliography.