| CODE | MSS5003 | ||||||||||||
| TITLE | Learning Theories for Science Teaching | ||||||||||||
| 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 start off with a definition of learning. Case studies will be used to illustrate that students all learn in different ways and that there is no one theory that can fit all students but there are different learning theories that can be adapted according to the context and pedagogy. The study-unit will look at the different learning theories and the ways in which they can be applied to the learning of science. Topics covered include behaviourism and the beginnings of learning theory; cognitive approaches to learning for understanding; constructivist learning; language and communication; socio-cultural learning theories; neuroscience and the influence of mind and brain; multiple Intelligences; differentiated learning; collaborative learning and implications for gender and culture; difficulties with learning and learning in different contexts. The study-unit will also look at the way in which learning theories have impacted on the development of a teacher mindframe for student learning and success based on student feedback and reflection on practice. Through the study-unit the student-teachers will be able to relate theory to practice and understand how learning theories feed into the way they teach science resulting in meaningful learning experiences for the students in their science classrooms. Study-Unit Aims: - Introduce student-teachers to the various theories of learning; - Provide student-teachers with opportunities to explore how contemporary theories of learning affect curriculum, pedagogy and assessment; - Familiarize student-teachers with class based activities developed for students with different learning needs; - Provide opportunities for reflection about the implications of theories of learning and their application in diverse learning contexts. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Explain how students learn; - Describe the different theories of learning (including behaviourism, cognitive learning theory, constructivism, socio-cultural learning theories, situated learning and neuroscience); - Reflect on the way the different theories of learning impact on students鈥� learning and pedagogy; - Critically evaluate the current and contemporary theories of learning and the way they affect learning and teaching science in secondary classrooms. 2. Skills: By the end of the study-unit the student will be able to: - Plan a lesson based on current theories of learning; - Plan a lesson catering to the diverse needs of students; - Develop a set of class based activities for students with learning difficulties; - Develop a set of collaborative learning tasks that take gender and culture into consideration; - Discuss new ideas, such as ideas from neuroscience, about the ways in which students learn and how new technologies can impact on the way in which science is taught; - Discuss the implications of different learning theories on engaging and motivating students to learn science and enhancing a positive attitude towards science; - Develop a positive mindframe for enhancing learning in science, based on reflective practice and critical evaluation. Main Text/s and any supplementary readings: Books: - Bates, B. (2023). Learning theories simplified: and how to apply them to teaching. Sage. - Thomson, C., & Spenceley, L. (2020). Learning theories for everyday teaching. Sage. Articles: Various journal articles provided by the lecturer. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Deborah A. Chetcuti |
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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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