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Content:
This compulsory module covers foundational topics essential for understanding and developing research in science education, with the aim of providing new perspectives on science education practice. It draws on a range of relevant research and professional literature in the field. There are three over-arching themes presented to you in this module, and although these areas overlap and interrelate to one another, they help consider the different priorities and agendas for the future of how to we begin to understand and appreciate this thing we call 'science':Ìý

1. What is science education and what is the purpose of it? FSE will question what the aims of science education are: what it means to learn and understand science, with more of a focus on 'school' science. The nature of science and the extent to which science in schools develops scientific literacy is explored.Ìý

2. Understanding science for social justice: Science education will be critiqued through different social justice lenses. Patterns of inequality in science participation are presented. Students' attitudes towards science are investigated alongside interventions that may assist in raising an interest and motivation towards science.  Ìý

3. Re-imagining Science education: The political urgencies in re-imagining science education are considered, with an exploration into what sustainable development means for science education, and how ethics is entangled into the sometimes scientific monoculture presented in schools.Ìý

Teaching delivery:
This module is taught in 10 weekly lectures in Term 1 that will take place in the evening to cater for part-time working students.ÌýÌý

Indicative topics:
Indicative lecture topics, based on module content in 2023-24, subject to possible changes:
Aims of science, nature of science, scientific inquiry, authentic science, science capital, translanguaging, learning theories, worldviews, socially critical pedagogies,Ìý sustainable goals for science education, socio-scientific issues.

Module Aims:ÌýÌý

• Identify a range of different perspectives used in the study of science education;ÌýÌý
• Be aware of, and know how to access, literature in each perspective;ÌýÌý
• Understand, and outline, the theoretical underpinnings of different perspectives;ÌýÌý
• Develop the skills of critical writing;ÌýÌý
• Construct a science educational argument through critically engaging and reviewing academic articles and books;ÌýÌý
• Participate to the ideas arising from the sessions with colleagues and tutors.ÌýÌý

Recommended readings:Ìý
Dillon, J. & Watts, M. (eds.) (2023) Debates in science education. Second edition. Abingdon, Oxon ; Routledge.

Osborne, J. & Dillon, J. (eds.) (2010) Good practice in science teaching : what research has to say. 2nd edition. Maidenhead: McGraw Hill; Open University Press.