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126 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION Master of Education - Science Education PROGRAMME OVERVIEW The current wave of education reform taking place in the Caribbean includes reform in science education. It is therefore necessary to build the human capacity with the requisite enhanced scientific knowledge, skills, and dispositions to lead the change process, if these reform efforts are to result in the realization of national and regional development goals. This programme is designed to produce a cadre of science teachers/ educators who will be at the forefront of such reform efforts. The programme seeks to encourage participants to: • develop an appreciation of science as a human endeavour; • interrogate the ways in which it is presented; • examine its historical antecedents and the various contexts from which it arises; and • respond in innovative ways to the various curricular and pedagogical challenges that present themselves in schools and science classrooms. The programme is intended to produce graduates who are well skilled in the use of information and communication technologies in the teaching/learning of science, and who are motivated to stay on the cutting edge of new developments in science and science education. Such graduates should be able to integrate knowledge of the science-society interface, the cultural background of the learner, pedagogy, and assessment strategies, and apply this to the teaching/learning of science, as well as to reshaping the curriculum to meet local and national needs. They should also be able to model best practice and display the leadership skills that could contribute to peer development, and to fostering critical inquiry and the development of personal and social responsibility, which are hallmarks of scientific literacy. ENTRY REQUIREMENTS To be eligible for admission, applicants must have obtained: a) A bachelor’s degree in science from an approved university with at least lower second class standing, AND b) A diploma in education in the teaching of science, or any equivalent professional qualification PROGRAMME STRUCTURE The programme shall normally run for two years on a part-time basis. It will consist of eight (8) compulsory courses, each worth four (4) credits, and a research project worth 10 credits. The eight courses are: Course Code Course Title EDRS 6208 Fundamentals of Educational Research I EDRS 6210 Fundamentals of Educational Research II EDSC 6000 Science and Science Education: Nature, History, Nexus EDSC 6001 Science Education and Culture EDSC 6002 Science and Society EDSC 6003 Assessment in Science EDSC 6004 Information and Communication Technologies in the Science Classroom EDSC 6005 Leadership in Science Education Each of these four-credit courses will be delivered through 13 three-hour sessions of face to face instruction, as well as no less than nine hours of add on time through on-line learning and/or peer teaching through group work. In addition, participants will be expected to attend and participate in graduate research seminars. The graduate research seminars do not count for credit but there is a 75% attendance requirement. Each participant will be expected to present his/ her research proposal in one of these seminars. PROGRAMME DELIVERY The programme will be delivered by the five science educators in the School of Education, using the team teaching format. Assistance will also be provided by the lecturer in information and communication technology in the School of Education. The distribution of courses over the two-year period will be as follows: Year 1 Semester 1 Course Code Course Title Credits EDRS 6208 Fundamentals of Educational Research I 4 EDSC 6000 Science and Science Education: Nature, History, Nexus 4 EDSC 6001 Science Education and Culture 4 EDRS 6203 Graduate Research Seminars Pass/Fail Semester 2 Course Code Course Title Credits EDRS 6210 Fundamentals of Educational Research II 4 EDSC 6002 Science and Society 4 EDSC 6003 Assessment in Science 4 EDRS 6203 Graduate Research Seminars Pass/Fail
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION Year 2 Semester 1 Course Code Course Title Credits EDSC 6004 Information and Communication Technologies in the Science Classroom 4 EDSC 6005 Leadership in Science Education 4 EDRS 6900 Research Project 10 EDRS 6203 Graduate Research Seminars Pass/Fail Semester 2 Course Code Course Title Credits EDRS 6900 Research Project 10 EDRS 6203 Graduate Research Seminars Pass/Fail COURSE OUTLINES YEAR: 1 SEMESTER: 1 COURSE CODE: EDSC 6000 COURSE TITLE: SCIENCE AND SCIENCE EDUCATION: NATURE, HISTORY, NEXUS NUMBER OF CREDITS : 4 COURSE DESCRIPTION: Rationale Beliefs about the nature of science - what science is and how it works-underpincurriculumdocuments,textbooks,andteachers’ efforts at implementing the science curriculum in the classroom. However, since the emergence of science as a discipline in the 17 th century, there have been disputes about what counts as science. This course is designed to offer participants an exploration of the ideas about the nature of science and its philosophical and epistemological underpinnings within an historical context. The aim is to provide participants with the conceptual framework necessary to understand the discipline of science better and to be able to interrogate school science curricula, documents and textbooks, and their own science education pedagogy. OBJECTIVES At the end of the course participants will be able to: • discuss the philosophical theories underpinning ideas about the nature of science and scientific knowledge • distinguish among selected philosophies of science • identify philosophical underpinnings of selected school science curricula, documents, and textbooks • assess the implications of selected philosophies of science for classroom practice • discuss the relationship between science teachers’ beliefs about the nature of science and their pedagogy • design and evaluate strategies for the inclusion of the study of the nature of science in school science curricula CONTENT • Science wars: Great feuds in science • Constructivism, logical positivism, relativism, na•ve empiricism • The work of Kuhn, Popper, Feyerabend, Lakatos • Postmodern and feminist views on the nature of science • History of science as a discipline in western civilisation • History of the impact of science curricula from the UK and the USA on science curricula in the Caribbean • Science teachers’ beliefs about the nature of science • Science and pseudoscience • Fundamentals of curriculum design MAJOR COMPETENCIES TO BE DEVELOPED • Reflection • Critical thinking • Enhanced curriculum development skills ASSESSMENT • Examination (3 hours) 60% • Coursework 40% • Development of a module that addresses the nature and/or history of science • Analysis of selected science curricula/documents/ textbooks to determine the nature of science embedded REQUIRED READING McComas, W. F. (Ed.). (2000). The nature of science in science education: Rationales and strategies. Dordrecht, The Netherlands: Kluwer. Monk, M., & Dillon, J. (2000). The nature of scientific knowledge. In M. Monk & J. Osborne (Eds.), Good practice in science teaching: What research has to say (pp. 72-87). Buckingham: Open University Press. RECOMMENDED READING Brickhouse, N. W. (1990). Teachers’ beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41(3), 53-62. Calabrese-Barton, A. (1998). Feminist science education. New York: Teachers College Press. Clough, M. P., & Olson, J. K. (2004). The nature of science: Always part of the science story. The Science Teacher, 71(9), 28-31. Donnelly, J. (1979). The work of Popper and Kuhn on the nature of science. School Science Review, 60(212), 489-500. Farrell, R. P. (2000). Will the Popperian Feyerabend please step forward: Pluralistic, Popperian themes in the philosophy of Paul Feyerabend. International Studies in the Philosophy of Science, 14(3), 257-266. Fox-Keller, E., & Longino, H. E. (Eds.). (1996). Feminism and science. Oxford: Oxford University Press. Harding, S. (1998). Is science multicultural? Postcolonialisms, feminisms, and epistemologies. Indiana: IUP. Matthews, M. R. (1992). Old wine in new bottles: A problem with constructivist epistemology. In H. A. Alexander (Ed.), Philosophy of Education (pp 303-311). Urbana, Ill: Philosophy of Education Society. 127
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