Engineers Teach Physics
| Module title | Engineers Teach Physics |
|---|---|
| Module code | EDUM067 |
| Academic year | 2023/4 |
| Credits | |
| Module staff | Mr Luke Graham (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 12 | 12 |
| Number students taking module (anticipated) | 6 |
|---|
Module description
This is a module specifically for engineers who are training to teach physics which they take alongside EDUM048 – Secondary Physics Subject Knowledge and Pedagogy. It provides additional subject knowledge theory to support those trainees identified at interview as having an engineering/materials science background to teach physics in schools.
Module aims - intentions of the module
This module prepares you for physics teaching, giving practical guidance on the challenges and opportunities of being an engineer teaching physics.
The principle aims of the module are to support the Department for Education’s physics shortage subject recruitment strategy by providing a route into Physics teaching which:
- supports non-physics graduates with engineering and materials science backgrounds to access the EDUM048 Secondary Physics Subject Knowledge and Pedagogy modulebyidentifying subject knowledge gaps
- acknowledges how engineering skills can enhance physics teaching practice
- creates a community of engineer and material scientist trainees who can stay connected and share best practice as they progress through their physics teaching careers
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate secure subject content knowledge and pedagogic subject knowledge in secondary science at key stage 3 and physics at key stage 4-5
- 2. Produce a Subject Audit and Action plan to develop your subject knowledge
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Develop an understanding of the requirements of being a physics teacher
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 4. Identify how engineering-specific skills can enhance physics teaching
- 5. Be aware of how to access peer and wider support both during and after the course via a community of engineers and material scientists
Syllabus plan
This module is designed to support candidates with Engineering and materteral science backgrounds to be able to teach across the three sciences. Teaching the science content is not the primary aim of the course although the generic and specific requirements are addressed through various scientific phenomena.
You will have a personal academic tutor to guide and support you, as well as a dedicated subject mentor in both your placement schools. You will benefit from a specialist programme, working with a subject tutor and peers, developing a professional network which will sustain you into your career.
On the Secondary PGCE, you will learn and reflect on the skills and knowledge required by the programme’s credit bearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across all three terms both in the context of your university taught course and in the context of your applied professional experience in schools.
The programme will include the study of subject-based teaching methods as well as the study of broader whole school issues. Recognising that some topics of school curriculum physics are not normal parts of an engineering degree course, you will audit your own knowledge and have opportunity to undertake further learning.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 21 | 12 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 18 | Seminar programme |
| Scheduled Learning and Teaching | 3 | Tutorials with academic tutor |
| Guided Independent Study | 12 | Independent Study |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| SKE audit and action plan | 200 words | 1-5 | Verbal |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Action Plan logged on the PGCE IDP | 100 | 200 words | 1-5 | Verbal |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Not Applicable |
Indicative learning resources - Web based and electronic resources
https://www.iop.org/education/thinking-becoming-physics-teacher/engineer-teaching-physics#gref
Indicative learning resources - Other resources
Alsop, S., Bencze, L. & Pedretti, E. (2005) Analysing exemplary science teaching: theoretical lenses and a spectrum of possibilities for practice. Maidenhead: Open University Press.
Bishop, K. & Denley, P. (2007) Learning Science Teaching: Developing a professional knowledge base. Maidenhead: Open University Press
Driver, R. (2015) Making sense of secondary science: research into children's ideas. Abingdon: Routledge.
Jones, A., Reed, R. & Weyers, J. (2012) Practical Skills in Biology. Harlow: Pearson. Kind, V. and Taber, K. (2005) Science: Teaching School Subjects 11-19. London: Routledge
Kulgemeyer, C. (2018). Towards a framework for effective instructional explanations in science teaching. Studies in Science Education, 54(2), 109-139.
Liversidge, T. (2009) Teaching Science: Developing as a Reflective Secondary Teacher. London: Sage. Millar, R. (2005) Teaching about energy. University of York.
Nott, M., & Wellington, J. (1993). Your nature of science profile: an activity for science teachers. School Science Review, 75, 109-109.
Osborne, J. & Dillon, J. (2010) Good practice in science teaching: what research has to say. (2nd Edition). Maidenhead: Open University Press.
Ratcliffe, M. & Grace, M. (2003) Science education for citizenship: teaching socio-scientific issues. Maidenhead: Open University Press.
Taber, K. (Ed) (2012) Teaching Secondary Chemistry (2nd Edition) London: Hodder Education
Toplis, R. (Ed) (2015) Learning to Teach Science in the Secondary School (4th edition) (London: Routledge)
Wellington, J. and Ireson, G (2018) Science Learning, Science teaching. (4th edition). London: Routledge
Cottrell, S. (2019) The Study Skills Handbook 5th ed. (Palgrave Macmillan)
Smale, B. and J. Fowlie (2015) How to Succeed at University (Sage)
| Credit value | |
|---|---|
| Module ECTS | 0 |
| Module pre-requisites | None |
| Module co-requisites | EDUM048, EDUM036, EDUM052 |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 14/11/2022 |
| Last revision date | 16/11/2022 |
