Studying at York
Introduction to Science Teaching - EDU00062H
- Department: Education
- Module co-ordinator: Mr. Simon Quinnell
- Credit value: 20 credits
- Credit level: H
- Academic year of delivery: 2022-23
- See module specification for other years: 2023-24
Module summary
This module allows science undergraduates to explore the teaching profession first-hand by working within a secondary school educational setting. Students will experience daily life in a school, observe and support in lessons and deliver a classroom-based project to pupils in a lesson. The module will give students an understanding of science teaching and learning in a secondary school and may help support those who wish to go into teaching a as a career.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2022-23 |
Module aims
- Provide an opportunity for final-year students to gain first-hand experience of science education through a mentoring scheme with an educational professional in a local educational setting. Typically, each student will work within a range of educational contexts for half a day (3 hours) every week for 9 weeks. Only a limited number of places are available, and students will be selected on the basis of their commitment and suitability for working in an educational setting.
- Enable students to reflect on their experiences in an educational setting, through coursework assignment and report writing.
- Enable students to relate theoretical ideas, in the field of science communication and education, to praxis.
- Give students a range of responsibilities, from “classroom assistant” to the organisation and teaching of a ‘Science Educational Activity’.
- This module is suitable for any scientist in Stage 3 of any science undergraduate degree programme, particularly those with a view to teaching science.
Module learning outcomes
Subject content
- Understand the key roles of a science class teacher in terms of preparation and delivery of teaching materials, pupil management and in dealing with teaching colleagues.
- Design lesson plans and teaching materials that are effective in defined ways.
- Communicate science ideas and practical skills to pupils in the classroom, both on a one-to-one basis as well as to a larger audience as appropriate.
- Plan, research and deliver a ‘Science Educational Activity’ based on the needs of the setting and communicate the results of this activity to their peers.
- Reflect constructively on their experience in the classroom and on the feedback they receive from pupils and teachers alike.
- Plan, research, write and correctly reference two extended essays, evaluating and integrating the ‘Science Educational Activity’ in the context of the literature on science education.
Academic and graduate skills
- Effective work in diverse communities.
- Engagement with the professional world, and improved readiness for employment.
- Communicate technical expertise appropriately to non-specialists.
- Initiative and resilience in meeting challenges.
- Experience of working in a challenging and unpredictable working environment.
- Manage their time and prioritise their activities, with a particular emphasis on how such choices impact others.
- Demonstrate effective public speaking skills.
- Application of different forms of communication in various social, professional, and cultural settings.
- Evaluate their own performance effectively, giving helpful feedback and learning from the feedback of others.
Module content
This module allows undergraduates to explore the teaching profession first-hand by working with an educational professional in an educational setting.
The purpose of this module is to introduce students to aspects of science education through practical teaching experience in a local educational setting and to reflect on this through a coursework assignment, the preparation of a special project related to their placement, and a final report.
The module will be supported by regular seminars and assessed by a combination of professional participation, written reports, and an oral presentation.
The key transferable skills gained include: communication and presentation of science; team-working; active listening; time management, and critical analysis of pedagogy research. Thus, this module is a CV-enhancing experience for all students, particularly those applying for initial teacher training.
Registration for this module requires validation; places will be limited and a written application and interview to assess suitability will be undertaken during the Summer Term of the previous academic year. A place on this module is also contingent on having a valid DBS check confirmed before teaching on the module commences.
The limit on cohort size is expected to be 20; a determining factor will be the sourcing of placements. Placements will be prioritised as follows:
- School settings (these will be over-sourced to a small extent, to allow for some anticipated September withdrawal of placements)
- ‘Internal’ educational settings (e.g. first year seminars for science students, YSIS-based opportunities*)
- Online interventions e.g. learning support tuition for non-local schools
*The module coordinator has made contact with YSIS, confirming feasibility.
Assessment
None
Special assessment rules
None
Reassessment
None
Module feedback
- Verbal feedback: By logbook discussed in seminars and ongoing professionalism check.
- Written feedback: By feedback sheet on draft plan submission within 1 week of draft submission. (Further discussion in seminars/lectures.)
- Written feedback: By feedback sheet for presentation.
Students will receive written feedback on their summative assessments within 4-6 weeks of submission. Additional feedback will be provided in supervision meetings, and in meetings with the module lead if required.
Indicative reading
Education Endowment Foundation (2018) Improving Secondary Science Guidance Report. [Online] Accessible from: https://educationendowmentfoundation.org.uk/tools/guidance-reports/ [retrieved 10 October 2018].
Rosenshine, B. (2012) Principles of Instruction: Research-based strategies that all teachers should know. American Educator, 12–20. https://doi.org/10.1111/j.1467-8535.2005.00507.