Course code PPUB401

PPUB401 Perspectives on Science and Technology Education

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Showing course contents for the educational year starting in 2020 .

Course responsible: Astrid Tonette Sinnes
Teachers: Gerd Eli Johansen, Birgitte Bjønness, Edvin Østergaard
ECTS credits: 5
Faculty: Faculty of Science and Technology
Teaching language: EN
(NO=norsk, EN=Engelsk)
Limits of class size:
40.
Teaching exam periods:
Autumn.
Course frequency: Biennially (odd numbers).
First time: 2019H
Preferential right:
.
Course contents:

The four modules are:

Module 1: Perspectives on learning science, including historical development in science teaching thinking: constructivism, sociocultural perspectives, situated learning, phenomenological perspectives on science learning, scientific literacy, text and language in science teaching and learning.

Module 2: The nature of scientific knowledge and practices, the role of cultural contexts and history and philosophy of science in science teaching and learning, inquiry-based teaching, gender and indigenous knowledge in science learning.

Module 3: Perspectives on technology as knowledge and practice, relations between technology, science and society, knowledge structures in technology and technology as part of science teaching.

Module 4: Education for sustainable development, action competence for sustainability, normativity in education and whole school Development.

The teaching consists of lectures and student-led seminars, distributed over four modules. Together, the modules cover a wide range of perspectives and current issues in science education research internationally.

Students read the core literature of all 4 modules, and choose in addition specialization literature for one of the modules. One may also combine modules in the selection of specialization literature.

Learning outcome:

Learning outcome

Knowledge

  • has advanced overview of current, and historical and philosophical perspectives in science education
  • has insights into characteristics of text norms in science and into the role of language in science teaching
  • is able to acknowledge the complexity and variation of scientific and technological knowledge and practices
  • has insights in how technological knowledge can be conceptualized and the roles technology may play in science education
  • has knowledge about sustainable development and the role of science education in contributing to sustainability

Skills

  • is able to identify the historical-philosophical roots of new trends in science education, and recognize and compare theoretical perspectives on learning in textbooks and academic discourse
  • is able to analyze communication and argumentation patterns in science teaching discourses at advanced level
  • is able to use perspectives from science education research in own research
  • is able to discuss the nature of professional scientific and technological practices and question how they appear in textbooks and other materials for science teaching
  • is able to frame research and education to contribute to sustainable development
  • is able to analyze and plan research that reflects the gender dimensions of science.

General competence

  • is able to identify, convey and discuss perspectives on science teaching and learning, orally as well as in writing

is able to use perspectives and evidence from science education research in independent and consistent argumentation.

Learning activities:

The teaching consists of lectures and student-led seminars, distributed over four modules. Together, the modules cover a wide range of perspectives and current issues in science education research internationally.

Students read the core literature of all 4 modules, and choose in addition specialization literature for one of the modules. One may also combine modules in the selection of specialization literature.

The four modules are:

Module 1: Perspectives on learning science, including historical development in science teaching thinking: constructivism, sociocultural perspectives, situated learning, phenomenological perspectives on science learning, scientific literacy, text and language in science teaching and learning.

Module 2: The nature of scientific knowledge and practices, the role of cultural contexts and history and philosophy of science in science teaching and learning, inquiry-based teaching, gender and indigenous knowledge in science learning.

Module 3: Perspectives on technology as knowledge and practice, relations between technology, science and society, knowledge structures in technology and technology as part of science teaching.

Module 4: Education for sustainable development, action competence for sustainability, normativity in education and whole school Development.

Teaching support:

Lectures and student-led seminars, supervised assignment writing. The teaching consists of lectures and student-led seminars, distributed over four modules. Together, the modules cover a wide range of perspectives and current issues in science education research internationally.

Students read the core literature of all 4 modules, and choose in addition specialization literature for one of the modules. One may also combine modules in the selection of specialization literature.

Syllabus:
Students read the core literature of all 4 modules, i.e. 643 pages, and choose in addition specialization literature for one of the modules, corresponding to ca. 120 pages, equaling a total of ca. 760 pages. One may also combine modules in the selection of specialization literature as long as the result is ca. 120 pages.
Prerequisites:
Master degree in natural science/engineering or in science education.
Recommended prerequisites:
.
Mandatory activity:
At least 70% attendance is required.
Assessment:
One written assignment assesed as pass or fail.
Nominal workload:
.
Entrance requirements:
PHD.
Reduction of credits:
.
Type of course:
.
Note:
.
Examiner:
.
Examination details: Term paper: Passed / Failed