To make the students proficient in planning, teaching and managing post-primary Science, 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 Junior Cycle Science specification will be connected with emerging trends in science pedagogy. Core learning will be transferrable to Senior Cycle teaching.

Major emphasis will be placed on the purpose of science education, developing a scientific habit of mind and the flexible, future-studies affordances of the science specification. Application of learning theories to the teaching of science with a focus on the Nature of Science (NoS), Inquiry-Based Science Education (IBSE) and student epistemic agency. Propositional knowledge acquired in science modules will be challenged and explored in particular in tutorials (including misconceptions and argumentation) and practical work to support epistemic and procedural knowledge in the development of Pedagogical Content Knowledge (PCK). Unpacking Learning Outcomes (LOs) in the specification, utilising cross-cutting elements and incorporating NoS in planning documents. Organisation of pair, group work and co-operative learning. Affordances of technology including data loggers, applets and virtual laboratories. Use of summative and formative assessment in the common-level specification through analysis of modelled experiences and resources; formative feedback in tutorials and practical work and a particular focus on questioning strategies; the role of CBAs in the context of SLAR meetings, encouraging an openness to discuss understandings and uncertainties. Disciplinary literacy and numeracy in science teaching will be emphasised in evaluating credibility, exploring scientific meanings in multiple representations and challenging students to express themselves scientifically. Critical evaluation and use of teaching resources to including the range of teaching aids, textbooks and online science learning resources. The management of active learning situations in the laboratory and the field with an emphasis on student decision-making in experimental design through guided inquiry using the "5E" model, coherent with both general practice and CBA work; Laboratory safety considerations; safety, efficiency, risk assessment while supporting student epistemic agency, legal responsibilities, accident response and reporting. Student planning documents will incorporate all learning with an emphasis on UDL, IBSE and student epistemic agency.

On successful completion of this module, students will be able to: • Identify the core structures of the science specification • Analyse Learning Outcomes from the specification to identify core learning • Describe NoS, IBSE, scientific literacy and student epistemic agency • Develop lesson plans and units that emphasise IBSE and student epistemic agency • Integrate NoS and scientific literacy and numeracy into all aspects of their teaching • Utilise the affordances of various technologies to support student science learning • Evaluate the credibility of scientific arguments • Incorporate UDL checkpoints into their planning documents • Manage effective group work in the science classroom and lab • Develop effective assessment strategies to support student epistemic and procedural understandings • Manage health and safety in school laboratory science

On successful completion of this module, students will be able to: • Defend the purpose of science education in Irish and International contexts • Justify the flexibility inherent in the specification in terms of future-studies and responding to context • Assist peers in collective sense-making of the science specification

On successful completion of this module, students will be able to: • Assemble apparatus to test hypotheses of their own design • Draw pictorial representations of complex scientific phenomena

Lectures will introduce and explore major themes in the science specification and contemporary science education research while tutorials (8) and laboratory work (4) will model approaches coherent with the specification, building on themes introduced in the lectures, engaging students in analytical dialogue and reflection on experience. This will help to build bridges between research and practice. A Universal Design for Learning (UDL) approach will be modeled to support their use of same in their own planning.