International Perspectives on Science Education - EDU00015M

« Back to module search

  • Department: Education
  • Module co-ordinator: Dr. Kerry Knox
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2019-20

Module summary

This module will introduce students to key international comparative studies in science education, including their purpose, and issues related to the design, interpretation and impact of their findings. Students will have the opportunity to critically reflect on the structure of science education in their own and other countries.

Module will run

Occurrence Teaching cycle
A Spring Term 2019-20

Module aims

This module will introduce students to key international comparative studies in science education, including their purpose, and issues related to the design, interpretation and impact of their findings. Students will have the opportunity to critically reflect on the structure of science education in their own and other countries.

Module learning outcomes

Successful completion of this course will require students to develop an understanding of science education in different international contexts. Specifically, at the end of the module students should be able to:

  • demonstrate knowledge of the methods and outcomes of some international comparative studies in science education.

  • describe the structure and purposes of the science curriculum in a range of countries.

  • compare and evaluate different forms of provision of science education in a range of countries.

  • review the design and content of resources and texts used to support different science curricula.

  • engage critically with academic and science teaching publications.

Module content

Students will be expected to participate in nine class sessions. Students will need to read primary literary sources in preparation for their classes, and to contribute to and to contribute to presentations, receiving detailed constructive feedback on one in which they have taken a lead role.


Indicative course outline

Week 2 Comparing science education in different countries

Week 3 How young people respond to science

Week 4 International assessment in science education

Week 5 Science education around the world: Student-led seminars

Week 6 Science education around the world: Student-led seminars

Week 7 Science teacher supply around the world

Week 8 Perspectives on science curricula around the world

Week 9 Science education and development

Week 10 Assignment support and Global issues in science education

 

Assessment

Task Length % of module mark
Essay/coursework
International Perspectives on Science Education - Essay
N/A 100

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
International Perspectives on Science Education - Essay
N/A 100

Module feedback

You will receive feedback in a range of ways throughout this module. This will include oral feedback in class, responses to posts on the VLE discussion board and written comments on work. You will have the chance to obtain feedback on your writing during the module, and you will have a short one-to-one meeting with a module tutor to discuss assessments.

You will be provided physical written feedback on assignment report sheets as well as them being readily available on the VLE. Feedback in the department will take 4 to 6 weeks.

Indicative reading

Reading for this module will include the following:

Abell, S., & Ebrary, Inc. (2000). Science teacher education : An international perspective (Science & technology education library ; v. 10). Dordrecht ; London: Kluwer Academic.

Bennett, J. (2003). Teaching and learning science: a guide to recent research and its applications.London: Continuum.

European Commission (2011). Science Education in Europe: National Policies, Practices and Research. Retrieved July 15, 2015 from http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/133EN.pdf

Mullis, I.V.S. & Martin, M.O. (Eds.). (2013). TIMSS 2015 Assessment Frameworks Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

OECD (2012), PISA 2009 Technical Report, PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264167872-en

Schreiner, C. & Sjøberg, S. Sowing the seeds of ROSE. Background, Rationale, Questionnaire Development and Data Collection for ROSE (The Relevance of Science Education) - a comparative study of students' views of science and science education Retrieved July 15, 2015 from http://www.uv.uio.no/ils/english/research/projects/rose/actadidactica.pdf

UNESCO (2010). Current Challenges in Basic Science Education. Paris: UNESCO.



The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.