Faculty of Humanities and Education (Postgraduate) - The University ...

More documents

Recommendations

Info

130 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION OBJECTIVES At the end of this course, participants will: • demonstrate understanding of the contributions of selected scientific applications in society • be able to critically appraise key social, ethical, and values issues arising from contemporary scientific developments • appreciate the significance and limitations of scientific pursuits in relation to social and economic forces as well as environmental factors • demonstrate understanding of the importance of professional ethics, and personal and social responsibility in relation to science-related activity in the home, the classroom, the community, the sporting arena, and the world of work • be able to generate strategies for treating with the societal impact of science, as well as related ethical and values issues in the school science curriculum CONTENT • Benefits, challenges, risks associated with progressive/ proactive science: • environment (e.g., harnessing environmental resources, energy technologies, etc.) • industry (e.g., mechanisation, robotics, etc.) • agriculture (e.g., gene splicing to improve yields and reduce incidence of diseases, tissue culture, etc.) • medicine (e.g., human genome project, new reproductive technologies, genetic modification of bacteria to produce insulin, etc.) • the home (e.g., toxic and corrosive household chemicals, household electrical practices, etc.) • recreation and sport (e.g., nutrition and nutrition supplements, performance enhancing drugs and therapies, technological techniques for monitoring the sport, etc.) • Ethical issues in science (e.g., cloning, human stem cell research, storage/destruction of frozen embryos, gene therapy, nuclear energy and radioactivity, genetically modified foods, development vs environmental conservation and sustainability, landfills and hazardous materials, etc.) • Gender issues in science (e.g., ‘intrinsic aptitude’ of women in science, gender and science research agendas, feminist science and its implications, etc.) • Social shaping and management of contemporary science knowledge (e.g., government and private sector involvement, including funding of research; competition in business and skewing of research findings; issues of professional ethics and social responsibility, etc.) • Designing teaching/learning episodes with a science and society slant MAJOR COMPETENCIES TO BE DEVELOPED • Principles of ethical decision making • Critical and creative thinking • Scientific literacy • Enhanced skills in shaping existing curricula to show the interplay among science, society, values and ethics. ASSESSMENT • Written examination (3 hours) - 60% • Fieldwork research report on a project that examines science/society issues in a defined local setting - 30% • Oral presentation on fieldwork - 10% RECOMMENDED READING Allchin, Douglas. (n.d.). Values in science: An introduction. [Online]. Available: http://www1.umn.edu/ships/ethics/values. htm Atkin, J. M., & Black, P. (2003). Inside science education reform. New York: Teachers College Press. Donnelly, J. F., & Jenkins, E. W. (2001). Science education: Policy, professionalism and change. London: Paul Chapman. Goldfarb, T. D., & Pritchard, M. S. (2000). Ethics in the science classroom: An instructional guide for secondary school science teachers. [On-line]. Available: http://www.wmich. edu/ethics/ESC/index.html. Jennings, B., Donnelly, S., Nolan, K., & Campbell, C. (1992). New choices, new responsibilities: Ethical issues in the life sciences. NY: Hoffman-La Roche. Krohn, R. G. (1971). The social shaping of science. Westport, CT: Greenwood. Levine, S., & Johnstone, L. (2003). Kitchen science. Arlington, VA: National Science Teachers Association Press. Polman, J. L. (2000). Designing project-based science: Connecting learners through guided inquiry. New York: Teachers College Press. Shapiro, R. (1991).The human blueprint. New York: St. Martin’s. Slesnick, I. (2004). Clones, cats, and chemicals: Thinking scientifically about controversial issues. Arlington, National Science Teachers Association Press. Stepans, J. (2003). Targeting students’ science misconceptions: Physical science activities using the conceptual change model (2nd ed.). Arlington, VA: National Science Teachers Association Press. Swanson, R. P. (1999). Gender bender. The Science Teacher, 66(7), 23-25.
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION YEAR: SEMESTER: COURSE CODE: EDSC 6003 COURSE TITLE: ASSESSMENT IN SCIENCE NUMBER OF CREDITS: 4 COURSE DESCRIPTION: Rationale Contemporary educational reform initiatives are forcing us to take a second look at what constitutes‘good’science education. Research from cognitive psychology has influenced the way we look at teaching and learning of science, and recognition of the importance of assessment has resulted in an increased interest in research, development, and implementation of new methods of assessment in science. There has been a shift in focus to include not only measurement of science content knowledge, but the processes of science and attitudes to science. In addition, greater emphasis is placed on formative assessment and its role in providing feedback to improve science teaching and learning. This course provides the opportunity for science educators to become familiar with the cognitive theories that underpin learning and, by extension, the processes and purposes of assessment in science; to plan, design, implement, and evaluate a range of assessment strategies that measure all aspects of science achievement; and to make assessment decisions that support quality science instruction, while providing meaningful feedback that can guide their own professional development and enhance students’ understanding of science. OBJECTIVES At the end of this course, participants will be able to: • apply principles of cognition and learning to science instruction and assessment • demonstrate understanding of the purposes of assessment (formative, summative, and diagnostic) as they relate to science teaching and learning • develop competencies in planning, designing, and implementing a range of assessment strategies in science that mirror sound instructional practices • incorporate on-going assessment strategies into the teaching/learning of science that accommodate students’ abilities, while meeting curriculum goals • use information from assessment to improve practice and enhance student learning of science CONTENT • Important trends in assessment – theoretical perspectives and implications for science teaching, learning, and assessment • Current theories about learning • Overview of research on assessment issues in science • Equity issues • Contextual issues (beliefs, cultural practices, language) • Purposes of assessment in science education in a Caribbean context • Assessing for learning - reporting knowledge, using knowledge, and creating knowledge • What to assess? Nature of science, concepts of science, processes, skills, values and attitudes, and ability to communicate science • When to assess? Formative, summative, and diagnostic assessments • Assessment formats – How to assess? • Structures, kinds of information provided, uses, and limitations of various formats for assessing science – graphic formats, performance formats, written formats, and observation formats • Embedded and integrated assessments • Student involvement in assessment – peer and selfassessments • Maximising quality of student responses (role of questions in assessing and fostering thinking in science) • Weighting in the various domains • Planning, designing, and implementing science assessments to support classroom instruction, as well as local and external examinations requirements (SEA, CAP, SBA, CSEC, CAPE, etc.) • Targets of good assessments • Matching assessment to science instruction • Developing assessment tasks in science • Developing, using, and reviewing scoring guides and rubrics • Creating supportive environments for science learning/ assessment • Issues of validity, relevance, and reliability • Collecting, analysing, aggregating, interpreting, and describing assessments data in science • Using feedback from assessments to inform practice and improve student learning in science MAJOR COMPETENCIES TO BE DEVELOPED • Decision making • Critical and creative thinking • Independent and collaborative problem solving • Enhanced instructional and assessment planning and implementation skills in science • Facility to collect, interpret, describe, and use assessment data in science 131
Page 3 and 4:
POSTGRADUATE REGULATIONS & SYLLABUS
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82: POSTGRADUATE REGULATIONS & SYLLABUS
Page 131: POSTGRADUATE REGULATIONS & SYLLABUS
show all

Faculty of Humanities and Education (Postgraduate) - The University ...

Create successful ePaper yourself

Delete template?

Save as template?