The Science Education MA aims to reflect contemporary theory in all aspects of practice in science education: international, formal and informal. The preparation of an effective science teacher involves more than providing a student with up-to-date content and some generalized teaching skills. P. Glewwe and M. Kremer, Schools, Teachers, and Education Outcomes in Developing Countries, In The Handbook on the Economics of Education, Volume 2. Edited by E. A. Hanushek and F. Welch. (North‑Holland, 2006). A review of lessons emerging from randomized evaluations in education.
Score differences between students eligible for free or reduced-price lunch and those who were not persisted within racial or ethnic groups. For example, the gaps between eligible and non-eligible students in grade 4 mathematics were 18 points among white students, 17 points among Hispanic students, and 16 points among black students. Similar gaps held among eighth and twelfth grade students and across all grade levels in science.
A second major problem with assuming children’s learning will unfold without support is that what children are capable of doing without instruction may lag considerably behind what they are capable of doing with effective instruction. Further clouding the picture is that research on cognitive development may not be helpful in illuminating how instruction can advance children’s knowledge and skill. Often, studies in developmental psychology do not have an instructional component and therefore may be more informative about starting points than about children’s potential for developing scientific proficiency under effective instructional conditions.
All of the courses on the Bachelor’s degree programme in education science fall within the scope of the social sciences and the humanities. The courses are based on current educational research and are built around elements from sociology, anthropology, philosophy, psychology and education and pedagogics. Interdisciplinarity is therefore a recurring element in the courses you will meet during your studies.
Educational institutions have traditionally defined learning as the retention of factual information. The approach to education based on this view of learning emphasizes delivery, rather than engagement, on the assumption that the learner will take on board an appropriate selection of what is offered. Research and evidence is at the heart of our support for education. We use it to find out about and champion the things that make a positive, measurable difference to young people’s understanding of and interest in science.