Levinson, R;
Neumann, T;
(2008)
Designing a mixed mode Masters module in Science Education to support shared construction of knowledge and critical reflection.
Reflecting Education
, 4
(1)
pp. 92-102.
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Abstract
Foundations of Science Education is a core module in the Masters in Science Education course. The main purpose of this module is to promote critical reflection in the main aspects of science education incorporating teaching, learning, philosophy and policy. This paper reports on the purpose and development of a mixed-mode (blended) course in which online discussions and tasks complement and extend face to face teaching and discussions. It discusses how the re-structured module is designed to support the construction of knowledge and critical review of that knowledge through the dimensions of shared practice. Most of the course participants are science educators, mainly London-based but with some international students, and the course draws on their growing theoretical knowledge in combination with shared experiences. In this paper we discuss the possibilities and constraints of the course design.
| Type: | Article |
|---|---|
| Title: | Designing a mixed mode Masters module in Science Education to support shared construction of knowledge and critical reflection |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://www.reflectingeducation.net/index.php/refle... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1475865 |
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