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The Science Education MA aims to reflect contemporary theory in all aspects of practice in science education: international, formal and informal. The science pedagogics modules in your degree have been designed in close collaboration with the National Council for Curriculum and Assessment (who designed the new specifications) and the Junior Cycle for Teachers (who are tasked with associated professional development for teachers). In addition, the course director was a member of the development group that designed the junior cycle specification. This ensures that graduates are thoroughly prepared for the totality of science education in Irish schools which is well aligned with international best-practice.

For international students, for combined undergraduate degrees, a single indicative course tuition fee applies for the duration of your study in the combined degree, regardless of the units of study that are undertaken as part of your combined degree. Importantly, the single indicative course tuition fee is subject to annual review, and will increase each year of your study in the combined degree.

Traditionally the high school curriculum has consisted of physics in grade twelve, chemistry in grade eleven, and biology in grade ten. Often schools have moved to second-level courses in each of these three disciplines; at times these advanced courses are titled Advanced Placement and can be counted toward college degrees if scores on national tests are high enough to satisfy colleges. This focus on school science as preparation for college has been a hindrance to the casting of science courses as ways to promote science and technology literacy.

In September 2006 a new science program of study known as 21st Century Science was introduced as a GCSE option in UK schools, designed to “give all 14 to 16 year old’s a worthwhile and inspiring experience of science”. 33 In November 2013, Ofsted’s survey of science 34 in schools revealed that practical science teaching was not considered important enough. 35 At the majority of English schools, students have the opportunity to study a separate science program as part of their GCSEs, which results in them taking 6 papers at the end of Year 11; this usually fills one of their option ‘blocks’ and requires more science lessons than those who choose not to partake in separate science or are not invited. Other students who choose not to follow the compulsory additional science course, which results in them taking 4 papers resulting in 2 GCSEs, opposed to the 3 GCSEs given by taking separate science.

Among ninth graders who entered high school in 2009 and completed high school in 2013, the vast majority (89%) completed algebra 2 or higher in mathematics, and nearly all (98%) completed biology in science. Dierking, Lynn D. & John H. Falk. “Family Behavior and Learning in Informal Science Settings: a Review of the Research.” Science Education, 78(1994): 57-72.