Unit information: New Technologies in Science Education in 2014/15

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

Description including Unit Aims

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:

• To consider the current and potential uses of digital technologies as they relate to learning and teaching in science;
• To explore the real and potential impacts of these technologies on learning and teaching science;
• To provide the opportunity to design and evaluate technology-based science activities for learners;
• To develop understanding of key issues relating to the use of digital technologies beyond school
• To develop awareness of key current theoretical perspectives relating to learning science with new technologies;
• To develop awareness of recent research in the area.

Intended Learning Outcomes

The students will be able to:

• Understand and analyse underpinning theories and purposes of deploying new technologies in science teaching.
• Design and critically evaluate an application of digital technology within a specific learning context, with reference to the support of identified learning outcomes
• Cite and critique examples of current research work in the use of digital technology in science education and suggest further research.
• Demonstrate knowledge of research into the use of digital technologies beyond school and the implications of these for their adoption in formal learning of science

Teaching Information

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.

Assessment Information

EITHER 1. a written essay or electronic presentation of 3000 words (or equivalent) which covers as a minimum, the following issues,

• a discussion of the range of technologies available for science activities
• the advantages and disadvantages of various aspects of available technology
• the impact of new technologies in relation to learning and teaching
• integration with the science curriculum
• a look forward to potential creative usage

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.

Reading and References

• Barton, R. (ed) (2004) Teaching Secondary Science with ICT. Maidenhead: Open University Press
• Meadows, J. (2004) Science and ICT in the Primary School: A Creative Approach to Big Ideas. London: David Fulton
• Linn, M.C. and Hsi, S. (2000) Computers, Teachers, Peers: Science Learning Partners. Lawrence Erlbaum Associates
• Loveless, A. and Ellis, V. (eds) (2001) ICT, pedagogy and the curriculum : subject to change. London : RoutledgeFalmer, 2001.
• Journal of Computers in Mathematics and Science Teaching [journal]
• Computers and Education [journal]