To make the students proficient in planning, teaching and managing post-primary Senior Cycle (SC) Science syllabii and specifications (Biology, Agricultural Science, Chemistry, Physics), with an emphasis on learning sciences-informed approaches to effective pedagogy in various classroom, field and laboratory settings, attentive to safe working practices and risk assessment in the science classroom and laboratory. New developments in the senior cycle curriculum will be incorporated and emphasis will be placed on emerging research trends in pedagogy. In particular, it is important to explore approaches that cohere with junior cycle reforms that emphasise student epistemic agency by determining how senior cycle syllabi may be "opened-up" to student decision-making and deeper thinking. This will build significantly on the concepts introduced in SE4034. These approaches must also be effective in preparing pre-service teachers to support their students' preparation for high-stakes terminal examinations. This module will focus therefore on modelling and reflecting on student Self-Regulated Learning (SRL) through experiential learning to identify how this approach can be applied in 4th year School Placement (SP) and beyond. This will also support the reformed Agricultural Science specification and future revisions to the other science specifications which are currently under development by the NCCA. In addition, the SRL strategies developed will enhance inquiry-based approaches in the JC science classroom and give more guidance as to how student decision-making can be supported in general and in CBAs. Students will be required and encouraged to be open about their (mis)understandings of science content and pedagogy, made visible through experiential learning. This professional vulnerability and openness is coherent with the SLAR processes in JC science.

Developing understanding of Nature of Science (NOS) in senior cycle disciplines through SRL using a collective intelligence approach focused on student sense-making. Review of existing SC syllabii (Biology, Chemistry, Physics) and Agricultural Science specification focused on structure, rationale and Learning Outcomes (LOs). This will eventually change to a focus on specifications entirely once the reform of SC science subjects is complete. Structures of disciplinary knowledge, encouraging the development of epistemic and procedural knowledge alongside propositional. Theoretical and practical application of SRL in SC science focused on modelling cognitive, metacognitive and motivational strategies in lectures and laboratories. Inquiry Based Science Education (IBSE) in the classroom and laboratory building on conceptual and procedural to include the personal dimension. Teacher autonomy as "curriculum makers" in SC. Universal Design for Learning (UDL) to support student inclusion and learning with an emphasis on disciplinary epistemology e.g. multiple representations through literacy (comparing student definitions and understandings to formal science), numeracy (linking verbal, conceptual and mathematical representations) and pictorial (pictorial, graphical). Exploring core, challenging concepts in each discipline through SRL and inquiry with a particular emphasis on Model Based Instruction, the use of analogies and problem solving. Building on SE4034 assessment approaches with a particular emphasis on using summative assessment formatively. The affordances of technology (especially applets and virtual labs) to support module learning.

On successful completion of this module, students will be able to: • Develop lesson plans and units that emphasise SRL through activities focused on cognition, metacognition and motivation • Integrate SRL and scientific literacy and numeracy into all aspects of their teaching • Utilise the affordances of various technologies to support student SRL • Incorporate UDL checkpoints into their planning documents emphasising SRL, especially in relation to "representations" and "action and expression" • Manage effective group work in the laboratory that emphasises SRL and student decision-making through guided inquiry • Develop effective assessment strategies to support student SRL • Manage health and safety in SC laboratory sciences • Develop pedagogical approaches to support epistemic understanding of core disciplinary concepts with a focus on Model Based Instruction and Problem Solving

On successful completion of this module, students will be able to: • Justify the use of SRL approaches in SC sciences, both syllabi and revised specifications • Assist peers in collective sense-making of the SC sciences

On successful completion of this module, students will be able to: • Assemble apparatus in laboratories to test hypotheses of their own design based on adapted SC mandatory experiments • Manipulate models to explain and predict scientific phenomena in their disciplines

The module is taught through lectures and laboratory learning. Two six-week blocks will focus on each of the students' pathway options (two subjects for senior cycle), representing 3 ECTs per subject. Laboratories will focus on experiential learning in each discipline where existing mandatory experiments (for syllabi) will be adapted to maximise SRL, emphasising "minds-on" alongside "hands-on" activity. Agricultural Science labs will relate PDST resources to SRL. The first two weeks of each six-week lecture block will be shared by the whole class to engage with cross cutting themes (SRL, Inquiry, Problem Solving) and input from practitioners who are using SRL in their own teaching. The subsequent four weeks will focus on disciplinary specific themes while linking to the overarching emphasis on SRL. Pedagogical approaches that support collective intelligence and cooperative learning to be used throughout. The module will incorporate a significant component of reading involving current primary literature, in this context research findings will be incorporated into the learning experience.