Unit information: Laboratory-Based Teaching and Learning in 2014/15

Unit name	Laboratory-Based Teaching and Learning
Unit code	EDUCM5707
Credit points	10
Level of study	M/7
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Dr. Hague
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit addresses the skills, arguments and theoretical frameworks pertinent to teaching and supporting learning in the particular higher education context of the science laboratory. It examines this from both the tutor's and the students' points of view. Its broad aim is to clarify the role and function of the tutor in such settings and to identify the skills of design, planning and management. The focus will be on developing conceptual frameworks that underpin discussions on rationale, purpose and design.

Intended Learning Outcomes

Successful course participants will be able to:

• Demonstrate knowledge and understanding of key models of experimental design in the sciences;
• Critique and use these models to explain the rationale behind personal and departmental laboratory teaching strategies and structures;
• Evaluate the quality of student laboratory learning experiences and analyse the extent to which these are integrated and/or correlated with other programme elements;
• Demonstrate extended and enhanced laboratory design, planning and learning support skills.

Teaching Information

Teaching will be via a mixture of formal tutor input, workshop, tutorial, and supported independent study approaches.

The unit will employ a range of small group interactive teaching methods and will seek to demonstrate active learning techniques.

It will employ participant presentations, department-based tasks that stem from participants’ normal practice, mentor tutoring and support, and personal tutoring support from programme tutors, both face to face and via a VLE.

Assessment Information

Assessment will be via an extended (2000 words or equivalent) reflective account based on an empirical inquiry in the participant’s own student laboratory environments. In this account, participants would be expected to use the conceptual/theoretical frameworks developed in the unit to analyse, critique and evaluate approaches and outcomes.

The assignment is expected to show evidence of:

• a good knowledge and understanding of key models of experimental design used in laboratory settings;

• knowing the importance of integration of laboratory work with other curriculum elements.

Reading and References

• Boud, D. & Hegarty-Hazel, (1986) Teaching in Laboratories, Society for Research into Higher Education

• Gupta, V. (2001) The Aims of Laboratory Teaching: CDTL brief, vol 4, no 1, Centre for the Development of Teaching and Learning, University of Singapore.

(available online at: http://www.cdtl.nus.edu.sg/brief/v4n1/default.htm)

• Hazel, E. & Baillie, C. (1998) Improving Teaching and Learning in Laboratories, Higher Education Research and Development Society of Australasia

• Psillos, D. & Neidderer, H. (2002) Teaching and Learning in the Science Laboratory, Boston, Kluwer Academic Publishers