| CODE | MSS5001 | ||||||||||||
| TITLE | Planning for Teaching and Learning in Science | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Mathematics and Science Education | ||||||||||||
| DESCRIPTION | This study-unit introduces and explores a broad range of contemporary issues and key ideas related to learning, teaching and assessment in science. It considers theoretical and practical aspects related to the teaching of science at secondary level. It will introduce students to: (1) The aims of science education and their impact on the development of science curricula; (2) School related issues such as use of language in science, class management, motivation and; (3) The skills involved in designing schemes of work, writing lesson plans and becoming reflective practitioners. Study-Unit Aims: - Encourage student-teachers to reflect on what makes a competent science teacher, the role of the teacher and the quality of instruction; - Familiarise student-teachers with the role science has in the curriculum; - Help student-teachers understand the role of language and difficulties and challenges they encounter when learning science; - Introduce student-teachers to the design and planning of effective lessons and assessment tasks that are interesting, fun and relevant to the learners鈥� life; - Provide an opportunity for reflection on the criteria that determine the success of a science lesson. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Discuss their identity as science teachers; - Identify the main aims of science education and how they impact on the development of science curricula; - Identify clear learning outcomes and write clear objectives for lessons, related to the cognitive, affective and psychomotor domains; - Justify the decisions and choices made in planning lessons by applying theory and evidence from research related to areas such as curriculum theory; - Identify the challenges which educators encounter in the Maltese science classroom; - Critically analyse and discuss the importance of establishing and sustaining the appropriate learner-teacher relationships for particular activities and situations; - Apply the principles of formative assessment in the science classroom; - Discuss, with reference to given specific critical incidents, how the way a teacher handles classroom situations will influence the attitudes and values of his/her learners; - Discuss contemporary issues in learning and teaching science; - Identify the criteria that make a successful science lesson. 2. Skills: By the end of the study-unit the student will be able to: - Design a scheme of work for a given topic keeping in mind the age of the learners, their abilities and the school situation; - Write lesson plans for a given topic consisting of a series of learning activities and using a variety of resources, taking into consideration student learning needs and reflecting learning theories; - Design assessment tasks and marking rubrics. Main Text/s and any supplementary readings: Main Texts: - Ross, K., Lakin, L., McKechnie, J., & Baker, J. (2015). Teaching Secondary Science: Constructing Meaning and Developing Understanding. Routledge. - Woolcott, G., & Whannell, R. (2018). Teaching Secondary Science: Theory and Practice. Cambridge University Press. Other readings compiled by tutors. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Deborah A. Chetcuti Josette Farrugia |
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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 2025/6. It may be subject to change in subsequent years. |
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