BBIO106 - IfE

BBIO106
Teaching Science Education

ECTS Value: 5 ECTS

Contact Hours: 25

Self Study Hours: 60

Assessment Hours: 40

Overall Objectives and Outcomes

This module aims at providing a basis of pedagogical theory and skills required to plan and deliver lessons and engage students and also follow a learning outcome framework in order to cover a syllabus in Biology at secondary and possibly even at post-secondary level.

It will also discuss certain issues such as which best pedagogical techniques (e.g. Behaviourist and Constructivist approaches; the feasibility and practicality of using techniques such as Inquiry-Based Learning) should be used during specific learning situations, which logic to follow when writing a lesson plan for an engaging lesson which is also meant to cater for students of different needs.

The module will also delve into the skills that an educator should acquire to help learners build a number of study resources (such as constructing concept maps and using AI as a study tool) to help in revising the material covered in the course in preparation for assessment purposes.

Finally, this module will also attempt to link with other pedagogical modules covered in the course such as those involving general pedagogical skills, assessment and the teaching practice guidelines.

By the end of this module, the learner will be able to:

Competences

- a)Make use of suitable pedagogical practices in order to engage learners during lessons;
- b)Make use of appropriate language and questioning techniques during lessons to ensure learners retain their interest throughout;
- c)Construct a scheme of work which will enable coverage of the relevant material in the established time frame;
- d)Deliver effective biology lessons that incorporate diverse teaching strategies, catering to different learning styles and abilities;
- e)Devise complimentary educational resources to use in the planned lessons that support the pedagogies used in the said lessons;
- f)Deliver biology lessons based on the secondary syllabus following a written lesson plan;
- g)Design assessment rubrics in a way that guides learners to achieve well in their course;
- h)Assist learners in acquiring study strategies and building study resources suitable for their individual needs in order to obtain successful results in the course.

Knowledge

- - a)Describe different pedagogical schools of thought and discuss the effectiveness of each in the modern day science classroom;
  - b)Discuss the importance of using questioning techniques in the classroom to elicit participation and engagement from learners;
  - c)Discuss the importance of having an efficient scheme of work which breaks down the course content for this to be covered in the required time-frame;
  - d)List the components of a good lesson plan, highlighting the importance of each component for effective lesson delivery;
  - e)Account for the importance of study skills necessary in the classroom in order for students to be able to reinforce the knowledge and skills acquired in the classroom;
  - f)Define learning outcomes and account for the importance of such outcomes in a teaching course.

Skills

- - a)Determine the best possible science teaching methodology to be adopted with respect to the learner as well as the skills, processes and content being taught;
  - bFollow a scheme of work to cover the course content in the established time-frame;
  - c)Develop engaging biology lesson plans that incorporate diverse teaching strategies (e.g., project-based learning, flipped classrooms) and meet curricular standards;
  - d)Select appropriate hands-on activities such as relevant practical work, problem solving investigations and outdoor education;
  - e)Adapt lessons to address the students’ needs who are at the extremes of the ability spectrum.

Assessment Methods

This module will be assessed through: Reflective Task, Lesson Plans and Demo Lesson