Course syllabus for Learning in natural science and technology

Course syllabus adopted 2021-02-12 by Head of Programme (or corresponding).

Overview

  • Swedish nameNaturvetenskapligt och tekniskt lärande
  • CodeCLS035
  • Credits7.5 Credits
  • OwnerMPLOL
  • Education cycleSecond-cycle
  • Main field of studyTechnology and Learning
  • DepartmentCOMMUNICATION AND LEARNING IN SCIENCE
  • GradingTH - Pass with distinction (5), Pass with credit (4), Pass (3), Fail

Course round 1

  • Teaching language Swedish
  • Application code 40122
  • Maximum participants35
  • Open for exchange studentsNo
  • Only students with the course round in the programme overview.

Credit distribution

0119 Written and oral assignments 7.5 c
Grading: TH		 7.5 c

In programmes

Examiner

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Eligibility

General entry requirements for Master's level (second cycle)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

Specific entry requirements

English 6 (or by other approved means with the equivalent proficiency level)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

Course specific prerequisites

The course Scientific and educational questions in mathematics (MVE375). 
Knowledge of sustainable development corresponding to Chalmers local requirements for environment and sustainable development (MHU). 

Aim

Students should develop their ability to plan and carry out courses, lessons and activities in their scientific or technical subject in relation to formal course/subject requirements and deliberate educational choices in a way that support learning among all pupils and make equal and legal assessment and grading possible.

Learning outcomes (after completion of the course the student should be able to)

  • plan teaching that supports students' learning in physics, chemistry or technology at upper secondary school level based on subject syllabi, relevant sources and conscious pedagogical choices
  • design assessments in physics, chemistry or technology at the upper secondary school level that create conditions for equal and legal grading
  • reflect on their subject competence and their educational development needs
  • plan teaching in physics, chemistry or technology at upper secondary school level based on sustainable development 

Content

The course covers the following themes:   
  • Planning and implementing teaching (in chemistry, physics or technology). 
  • Assessing and grading learning (in chemistry, physics or technology). 
  • Practically oriented pedagogical content knowledge for chemistry, physics and technology. 
  • Assessment and development of one's own capabilities. 
  • Education for sustainable development.
 A greater part of the activities of the course are contextualised in the introductory chemistry, physics and technology courses at the upper secondary school level. Overall, the emphasis in the course is on practical rather than theoretical dimensions, even if some theoretical perspectives are covered.

Organisation

Since students with different subjects (Chemistry, Physics or Technology) take part in the course, it is structured around a combination of seminars attended by everyone and subject specific assignments and lessons. The subject specific lessons are to a large extent conducted with the help of practicing upper secondary school teachers or in some cases people with other relevant competencies.

Literature

Books
All
- Brent, Rebecca and Felder, Richard M. (2016). Teaching and Learning STEM: A practical guide. Wiley.
Physics
- Angell, Carl (red.) (2011). Fysikkdidaktikk. Kristiansand: Høyskoleforl.
Chemistry
- Eilks, Ingo and Hofstein, Avi. (2013) Teaching Chemistry : A Studybook : A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers. Sense Publishers.
Technology
- de, Vries, Marc J. (2016). Teaching about Technology. 2a uppl. Springer International Publishing.
- de, Vries, Marc J. (Red.) (2018). Handbook of Technology Education. Springer International Publishing, [Referece].

Examination including compulsory elements

The course is examined through a series of assignments that are presented orally, practically and/or in writing. Participation is mandatory for the oral and practical assessment parts. In order to pass the course all assignments must be completed. Parts of the written examination are assessed with a differentiated scale (F, 3, 4 or 5), which after holistic consideration results in a course grade.


Observe that to be able to register for the course Learning and leadership in practice 2 (CIU212) one needs to have passed this course. 

The course examiner may assess individual students in other ways than what is stated above if there are special reasons for doing so, for example if a student has a decision from Chalmers about disability study support.

Learning in natural science and technology | Chalmers