Examination arrangement

Course content

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.

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 methods and 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.

There is a maximum of 25 students in the course. With less than 5 applicants registered for the course, the Department for Teacher Education has the right to cancel the course.

Compulsory assignments

• 70 % attendance

Specific conditions

Required previous knowledge

Master degree in natural science/engineering or in science education.