The University of Sheffield

Division of Education

Science Education Master's Programme

Course Team:

Jenny Henderson

Vic Lally (Director)

Clive Opie

Jon Scaife

Jerry Wellington

 

I N T R O D U C T I O N

The Science Education M.Ed. degree by distance learning has been designed to meet the needs of

  • teachers
  • lecturers and
  • others working in education

It is a research-oriented degree which aims to extend the knowledge and understanding of course members from both theoretical and practical perspectives.

All Masters' courses begin with the foundation module (20 credit points) which explores the themes of learning, teaching and curriculum. This provides a background against which specific issues and areas of concern in science education can be discussed. The foundation module is followed by three specialised science education modules (each 20 credit points). These are:

This is followed by a research dissertation (40 credit points) on a topic chosen from the area of science education, in consultation with the team of tutors.

The course also requires attendance at four residential weekends in Sheffield.

(Please note that our credit system may change in the academic year 1997-98 so that the total credit value for the degree is 180)

 

FEES

Fees are currently £1160 per annum and may be paid by instalments. For further details of this scheme contact the course secretary (Lorraine Fox).

GETTING MORE INFORMATION

You can write or telephone for more information

Vic Lally Course Director, Science Education M.Ed. Programme
Higher Education Research Centre and
Centre for the Study of Network Learning
Division of Education
University of Sheffield 388 Glossop Road Sheffield S10 2JA UK
tel +44 (0)114 222 8136
fax +44 (0)114 279 6236 (free using this link)

If you prefer you can e-mail me directly by clicking the note pad (v.lally@sheffield.ac.uk)

THE UNIVERSITY OF SHEFFIELD

To get information about the University of Sheffield click the globe

  • This page was last updated on 4 August 1997.
  • We welcome informal enquiries about this course.
  • Please check with Vic Lally or Lorraine Fox (course secretary) for latest information and fee levels. Some bursaries may be available for students not currently in paid employment. Again, please check for details.

 

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Introduction


Module Details


The Foundation Module

The rationale is that teachers need an understanding of learning and teaching which can inform their future practice. The Foundation Module aims to build on the practice of experienced teachers by introducing some carefully structured insights into the organisation of learning. It looks at research in the psychology and sociology of learning, at the organisation of learning in the curriculum and at curriculum development and evaluation. A major emphasis in the module is on understanding the professional development of teachers and the social contexts in which they work.

 

Introduction






Introduction

 


Specialised Modules


Learning, Teaching and Assessment in Science Education

How do we learn science? What are the implications of how science is learned for the way science is taught? Which models of learning provide a theoretical framework for practical action by teachers? What should be the role of assessment in the teaching and learning process for science? This module addresses fundamental questions about science education.

Topics include:

  • constructivism;
  • the role of practical work in science;
  • formative and summative assessment;
  • investigations;
  • problem solving;
  • the place of IT in the science curriculum.


Issues and Developments in Science Education

This module takes a critical look at some current issues in science education. It opens with a wide-ranging discussion of current debates about the science curriculum. This is followed by an exploration of the links between science and other areas of the curriculum. Accessibility, equal opportunities and special needs are three of the key issues discussed here. The module concludes with a look at science, technology and society: the issues, the problems and the debate. Wherever possible all the issues will be considered from an international perspective.


Research in Science Education

This comprises two half modules:

  • Research Methods in Science Education
  • Small-scale practice-based study.

The Research module will describe different approaches by which students can carry out their own empirical research. The module will focus on the possibilities for completing small-scale research projects, particularly those which might involve fieldwork in a setting such as a school, college or other institution. Guidelines will be provided on methods (largely qualitative) such as interview,case-studies and observation. The module will also include some general discussion of research methods and approaches, and address common issues such as validity, reliability, triangulation and generalisability.

The Practice-Based Study provides an opportunity to carry out a small practice-based (school, college or other institution) research project in an area in which you have a particular interest or which is of special relevance to your own setting. Almost any topic in science education could form the focus of this study. It could concern policy issues such as the implementation of a sex education policy or the use of IT within the science department. Topics such as the assessment of investigations or problem-solving activities could be examined. Other possibilities might include looking at gender attitudes or multi-cultural issues as they affect science education. This half-module is an opportunity to make use of some of the research methods and gain valuable experience for the final dissertation phase.


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