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Durham University

Postgraduate Module Handbook 2022/2023

Archive Module Description

This page is for the academic year 2021-22. The current handbook year is 2022-23
No such Code for pgprog: X9A102
No such Code for pgprog: X5K307
No such Code for pgprog: X5K207

Department: Education

EDUC43730: Chemistry as an Additional Subject Specialism (CASS)

Type Tied Level 4 Credits 30 Availability Not available in 2021/22
Tied to X9K907 Education [UK]
Tied to X9A102
Tied to X9KC14 The Practice of Education
Tied to X5K307
Tied to X5K207

Prerequisites

  • None.

Corequisites

  • None.

Excluded Combination of Modules

  • None.

Aims

  • To provide chemistry subject matter knowledge for non-specialist secondary science teachers
  • To develop teaching skills in chemistry among non-specialist secondary science teachers
  • To develop understanding about current issues in chemistry education research

Content

  • Chemistry content knowledge teaching on topics to A level standard, to include: chemical bonding; chemical equilibrium; organic chemistry; inorganic chemistry; rates of reaction; thermodynamics; analytical and experimental chemistry
  • Chemistry teaching methodology to include: issues relating to practical work; the nature of science; error, risk and hazard; context-based v traditional chemistry courses; assessment of learning
  • Issues in chemistry education research, to include: the role of practical work and experiments; misconceptions in chemistry; language and discourse; SEN and inclusion; teachers’ orientations towards science and science teaching; diagnostic and formative assessment

Learning Outcomes

Subject-specific Knowledge:
  • Develop knowledge and understanding of chemistry concepts
  • Gain experience of methodology appropriate for teaching chemistry
  • Understand how chemistry education research relates to and impacts on classroom practice
Subject-specific Skills:
  • knowledge and understanding of chemistry
  • research in chemistry education
  • how research in chemistry education relates to classroom practice
Key Skills:
  • developing the ability to study independently and through collaborative work by participation in group discussions presentation of research and / subject information to peers
  • developing the ability to reflect critically and analytically on relevant literature
  • using research, personal knowledge and subject specific knowledge to develop and improve professional classroom practice

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • Formative - Completion of a diagnostic test probing understanding of chemistry concepts culminating in a summative, 1500 word reflective essay illustrating progress in understanding chemistry, chemistry teaching methodology and research issues, for example by: discussing development of personal understanding of a physics/chemistry concept in relation to relevant research and other literature o Discussing students’ understandings / attitudes towards a chemistry concept/ topic in relation to relevant research and other literature
  • Summative 3500 word essay / equivalent multi-media / other presentation that draws critically on research literature on chemistry teaching, showing impact on practice and development of understanding of chemistry concepts, for example by: tracking development of students’ understanding of a chemistry topic in a series of lessons planned and taught by the participant, resulting from engagement and reflection on literature, analysing current literature relating to an issue in hemistry education research from a range of perspectives, including demonstration of potential impact on students’ understanding and teaching methods.
  • Complete the diagnostic test probing understanding of chemistry concepts at the end of the module.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures- - chemistry concepts and teaching metholodogy 12 2 24
Seminars - research in chemistry teaching 4 3 12
Preparation & reading 264
Total 300

Summative Assessment

Component: Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Assignment 3500 words 60%
Reflective essay 1500 words 40%

Formative Assessment:

Completion of a diagnostic test probing understanding of chemistry concepts culminating in a summative 1500 word reflective essay illustrating progress in understanding chemistry, chemistry / teaching methodology and research issues, for example by:- discussing development of personal understanding of a chemistry concept in relation to relevant research and other literature Discussing students’ understandings / attitudes towards a chemistry concept/ topic in relation to relevant research and other literature


Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University