| CODE | MSS5002 | ||||||||||||||||||||||||
| TITLE | Resources for the Secondary Science Curriculum | ||||||||||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||||||||||
| DEPARTMENT | Mathematics and Science Education | ||||||||||||||||||||||||
| DESCRIPTION | The study-unit will consider resources used to teach science in secondary schools. The study-unit will focus on the choice, design, implementation and evaluation of various resources ranging from paper resources developed by the teacher to technological and digital resources to resources from the real world and the community. The resources covered in this study-unit are broadly subdivided into three areas. The first area is the design and resources for the creative STEM classroom and laboratory. The second area is digital resources related to science teaching such as multimedia and simulation software packages, use of AR, VR and generative AI for science teaching and learning, classroom response systems (clickers, plickers and mentimeters), data loggers and video analysis, the Internet as a science teaching resource, visual media and digital devices. The third area refers to community resources for science teaching, focused on linking formal to informal learning. This involves tapping community expertise through open schooling concepts, fieldwork and visits to industry for STEM careers and other places of scientific interest. Students will also learn how to tap into local and international teacher and school networks, online teaching platforms, Erasmus+ and Horizon 2020/Europe projects, open STEAM days, and science and arts festivals in order to access resources that can be used for effective science learning and teaching in the STEM classroom. The emphasis is on the use of resources that are interdisciplinary and transdisciplinary so as to enrich science teaching. Study-Unit Aims: This study-unit aims to: - Help students to identify and use resources that reflect contemporary science research work and society; - Create an awareness that teaching science involves teaching formal and abstract concepts, hence the need for classroom resources to support students' learning; - Familiarize student teachers with the resources that can be utilized when teaching science; - Provide students with hands-on activities that would allow them to use these resources and note how these could be useful in teaching; - Present suitable digital teaching resources; and - Help students identify links between educational theory and classroom practice when using these resources; - Engage students with a science background in creative interpretations with the visual arts. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - List a spectrum of resources that are available for secondary school Science teaching; - Identify which resources are best suited for specific learning outcomes; - Critically evaluate the suitability of a particular resource to address diverse learning needs; and - Describe and appraise the educational potential of community resources, teacher and school networks, and EU projects for formal, non-formal, and informal STEM education. 2. Skills: By the end of the study-unit the student will be able to: - Set up and use appropriate resources in the STEM class; - Design layouts of the STEM classroom to reflect diverse learning needs; - Produce effective teaching resources for classroom Science using AI and traditional means; - Set up hardware [such as data loggers] needed for a classroom activity; - Select and use appropriate digital software and hardware that will support teaching and learning; and - Plan, organise and implement non-formal educational activities. Main Text/s and any supplementary readings: Main Texts: - Cuban, L. (2002). Oversold and Underused - computers in the classroom. Harvard University Press. - Holliman, R. and Scanlon, E. [eds.] (2004). Mediating science learning through 福利在线免费 and Communications Technology. London: Routledge Falmer. - Jonassen, D., Howland, J., Marra, RM., Crismond, D. (2008). Meaningful Learning With Technology. Merill Education Products. Pearson. - Linn, Marcia and Hsi, Sherry (2000) Computers, Teachers, Peers Science Learning Partners. Lawrence Erlbaum Associates Publishers Mahwah, New Jersey. Other readings compiled by tutors. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Patrick Camilleri Rodrick Cini Edward Duca (Co-ord.) Ramona Mercieca Michel Spagnol Raphael Vella |
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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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