This programme aims to give students the academic and practical skills they need to develop a critical understanding of the role of science education, research and communication in society. The International Journal of Research in Education and Science (IJRES) is a peer-reviewed scholarly online journal. The IJRES is published twice a year in January and July. At the Bachelor’s degree programme in education science, you will combine pedagogics with a social scientific approach to learning and education. You will come to immerse yourself in educational politics, education administration, learning and the development of competences.
The Mathematics Educator strives to provide a forum for collaboration of mathematics educators at varying levels of professional experience. Its purpose is to promote the interchange of ideas among the mathematics education community, locally, nationally, and internationally and to present a variety of viewpoints on a broad spectrum of issues related to mathematics education.
There is always a high demand for science and mathematics teachers. Increasingly there is a call for primary teachers with specialist expertise who can support schools to improve children’s learning in science and mathematics through the use of engaging and creative learning and teaching techniques. Learning outcomes describe the intended knowledge and understanding, skills and attitudes that you must master after completing your studies.
Trench, Brian & Kirk Junker. How Scientists View Their Public Communication (Word Document). Paper presented to the Sixth International Conference on Public Communication of Science and Technology, Geneva, February 2001. These programs are research intensive. In many programs, you’ll dedicate at least one full year to just observing, researching and understanding the latest teaching philosophies. Education science programs also include coursework in subjects like equitable teaching and learning foundations.
These strands of scientific proficiency represent learning goals for students as well as providing a broad framework for curriculum design. They address the knowledge and reasoning skills that students must eventually acquire to be considered fully proficient in science. They are also a means to that end: they are practices that students need to participate in and become fluent with in order to develop proficiency. Evidence to date indicates that in the process of achieving proficiency in science, the four strands are intertwined, so that advances in one strand support and advance those in another.