| CODE | MSS5018 | ||||||||
| TITLE | Teaching Integrated 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 aims to prepare student teachers with the knowledge, skills, and strategies needed to effectively teach Integrated Science at secondary level. The study-unit will review the historical development of Integrated Science within the local context and draw on the international literature for the philosophical justification of an integrated approach to the teaching of science. Emphasising a holistic and interdisciplinary approach, the unit explores how scientific concepts from various disciplines, such as biology, chemistry and physics can be seamlessly connected to foster deeper understanding and real-world application. In view of the above, this study-unit aims to equip future educators with the ability to teach outside their science specialism, fostering adaptability and a broader understanding of science disciplines. The study-unit will also emphasise how key scientific concepts can be effectively taught within meaningful contexts, addressing relevant issues that directly engage students. Throughout the study-unit, the learners will be encouraged to adopt an interdisciplinary and multidisciplinary approach to science learning and teaching. This approach aims to inspire curiosity, foster problem solving, and develop critical thinking skills in the science classroom. Study-Unit Aims: - Familiarise students with the nature and essence of science concepts to support deeper pedagogical understanding; - Provide students with methods, techniques, and teaching resources to facilitate an integrated approach to science education; - Promote the use of thematic and interdisciplinary approaches to science teaching; - Provide opportunities for students to expand their pedagogical content knowledge and develop confidence in teaching areas of science outside their science specialism and; - Facilitate the identification and analysis of conceptually challenging areas in science and explore effective strategies to support learners in overcoming these difficulties. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Outline the background knowledge, concepts and skills required to facilitate science learning at secondary school level; - Analyse the features that characterise the Integrated Science syllabus; - Demonstrate the ability to integrate and connect scientific ideas from multiple fields to create cohesive, meaningful learning experiences for students; - Identify and summarise the key concepts and ideas of the main themes featured in the Integrated Science syllabus; - Identify misconceptions that might arise while teaching concepts in the Integrated Science syllabus; and - Identify community resources and spaces that contextualise scientific principles. 2. Skills: By the end of the study-unit the student will be able to: - Develop and design engaging, inquiry-based lesson plans that incorporate cross-curricular integration and address relevant scientific issues directly related to students鈥� interests and real-world contexts; - Plan lessons and resources using a thematic and integrated approach; - Design curriculum materials, resources and assessment materials; - Organise practical sessions that target the development of specific cognitive and psychomotor skills; - Design educational experiences related to community-based resources; - Plan and carry out hands-on activities, investigations, field-work activities, 鈥榚ducational visits鈥�, project-based learning etc to promote active learning and foster deeper understanding of scientific concepts; and - Adapt teaching methods to meet the diverse learning needs of students, including those with varied backgrounds and learning styles. 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. - Wellington, J., & Ireson, G. (2018). Science learning, science teaching. Routledge. Supplementary Readings: - Science Education. - International Journal for Science Education. - School Science Review. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Shirley Bonnici Spiteri Doreen Mizzi |
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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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