| CODE | MSS5019 | ||||||||||||
| TITLE | Nature of Science and Values in Science Education | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Mathematics and Science Education | ||||||||||||
| DESCRIPTION | This study-unit focuses on both the foundational aspects of scientific inquiry (the nature of science) and the philosophical and ethical considerations that shape how science is taught and understood (values). It highlights the importance of understanding not only how science operates but also the values that inform scientific practice and education. Such a focus can enhance educators' ability to teach science in a way that is reflective, inclusive, and relevant to students' lives. Study-Unit Aims: The study-unit will: - Familiarize students with essential documents and policies related to science teacher development and ethical practices; - Examine major ethical debates in science education and their societal implications; - Encourage reflection on personal and professional ethical issues in the science classroom; - Provide insights into the nature, processes, and historical perspectives of scientific inquiry; - Discuss philosophical perspectives on science relevant to teaching and learning, including major works on the philosophy of science; - Examine local and international developments in science curricula, focusing on ethical considerations; - Equip student teachers with knowledge and skills for responsible science education that integrates scientific integrity with ethical awareness. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Discuss the aims, values, and assumptions underlying scientific facts, concepts, principles, and theories, including their interpretation; - Recognize and explain the roles of logical processes (such as induction, deduction, and falsification) and empirical work in the development and evolution of scientific theories; - Explain how knowledge in science is socially constructed, articulate personal definitions of science, and critically discuss various ethical issues in science education; - Identify and describe activities classified as scientific, analyze challenges in teaching the nature of science, and debate which aspects should be emphasized in education; - Critically analyze science education policy documents, compare developments in science curricula and teaching practices, and explain the implications of key policy documents for professional and contractual practices in science education. 2. Skills: By the end of the study-unit the student will be able to: - Create schemes of work, lesson plans, and resources that reflect philosophical and historical perspectives of science; - Plan and conduct class discussions on the nature of science and its historical context, and develop strategies for incorporating ethical discussions related to secondary school science curricula; - Access and critically evaluate various resources on the philosophy and history of science for use in lesson preparation; - Design learning activities that engage students in exploring the ethical dimensions of scientific issues; - Review and assess personal value systems as part of professional development as educators; - Foster deeper understanding of scientific concepts; - 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: - Okasha S. (2002). Philosophy of science 鈥� A very short introduction, Oxford University Press. - Chalmers A. F. (1999). What is this thing called science? 3rd Edition, Open University. - Pace R. & Farrugia J. (2015). What are Maltese undergraduate students鈥� views of the Nature of science and scientific inquiry? Conference Proceedings International Conference New Perspectives in Science Education 4th Edition, pp. 16-20, libreriauniversitaria.it edizioni. - Pace R. & Musumeci M. (2022). Maltese post-secondary lecturers鈥� views on the nature of science. Conference Proceedings International Conference New Perspectives in Science Education 11th Edition, pp. 349-354, filodiritto libreriauniversitaria.it edizioni. - Lederman, N. G., & Abd-El-Khalick, F. (2002). Avoiding de-natured science: Activities that promote understandings of the nature of science. In W.F. McComas (Eds.), The nature of science in science education: Rationales and strategies [Adobe Digital Editions version] (pp. 83-126). (Retrieved from: https://www.researchgate.net/profile/William_Mccomas/publication/226573879_The_Role_and_Character_of_the_Nature_of_Science_in_Science_Education/links/00b7d537c9fa6de966000000/The-Role-and-Character-of-the-Nature-of-Science-in-Science-Education.pdf#page=106). - National Science Foundation. (2015). Story Behind the Science. (https://www.storybehindthescience.org/). - Perry, J. (2021, February). Genetics. Evolution. Chemistry. Stated Clearly. (https://www.statedclearly.com/). - Fullick, P. and Ratcliffe, M. (1996). Teaching ethical aspects of science. Bassett Press Southampton, UK. Supplementary Readings: - Barker G. & Kitcher P. (2014). Philosophy of science 鈥� A new introduction, Oxford University Press. - Watson J. D. (2010). The double helix: A personal account of the discovery of the structure of DNA, Orion. - Bryson B. (2003). A brief history of nearly everything, Black Swan. - Weinberg S. (2015). To explain the world, The discovery of modern science, Harper Collins. - Popper, K. (2003). The logic of scientific discovery, Routledge Classics. - Kuhn, T. S. (1996). The structure of scientific revolutions, University of Chicago Press. - Feyerabend, P. (2010). Against method: Outline of an anarchistic theory of knowledge, 4th edition, Verso Book. - Fuller, S. (2003). Kuhn Vs Popper: Prophets of the end of science, Icon Books Ltd. - Bauer H. (1992). Scientific literacy and the myth of the scientific method, University of Illinois Press. - Directorate for Learning and Assessment Programmes. (2018). Year 7 and Year 8 鈥� Learning Outcomes Programmes and Syllabi. (https://curriculumcms.gov.mt/en/Curriculum/new_syllabi/Pages/year_07_08.aspx). - Government of Malta. (2024). Visioning the Future by Transforming Education. (https://education.gov.mt/wp-content/uploads/2023/12/NATIONAL-EDUCATION-BOOKLET-DEC-2023-2030.pdf). - Government of Malta. (2024). A National Curriculum Framework for all. (https://curriculumcms.gov.mt/en/Resources/The-NCF/Pages/ncf.aspx). - MATSEC. (2024). (/matsec/syllabi/2025/). Articles: - Gribble, S., Rennie, L. and Tyson, L., (2000). Negotiating values for the science curriculum: The need for dialogue and compromise. Research in Science Education, 30, 199 鈥� 211. - Reiss, M. (1999). Teaching ethics in science. Studies in Science Education, 34, 115-140. - Wellington, J. (2004). Ethics and citizenship in science education: Now is the time to jump off the fence. School Science Review, 86, 33-38. Online resources: - Malta: MEEF, A Vision for Science Education in Malta, (2011). (/library/oar/handle/123456789/105817). - United Kingdom: The Royal Society, Vision for Science and Mathematics Education, The Royal Society (2014). (https://royalsociety.org/news-resources/projects/vision/). - Scotland: Curriculum for Excellence: Sciences Principles and Practices. (https://education.gov.scot/media/111nhizk/sciences-pp.pdf). - Australia: Australian Government, Vision for a science Nation. Responding to STEM: Australia鈥檚 Future (2015).鈥�(http://science.gov.au/scienceGov/news/Documents/VisionForAScienceNationRespondingToSTEMAustraliasFuture.pdf). |
||||||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
|
||||||||||||
| LECTURER/S | |||||||||||||
|
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. |
|||||||||||||