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Syllabus for

Academic year
CIU215 - Natural science and technology education 1
 
Syllabus adopted 2015-02-11 by Head of Programme (or corresponding)
Owner: MPLOL
7,5 Credits
Grading: TH - Five, Four, Three, Not passed
Education cycle: Second-cycle
Major subject: Technology and Learning
Department: 60 - APPLIED INFORMATION TECHNOLOGY


Teaching language: Swedish

Course module   Credit distribution   Examination dates
Sp1 Sp2 Sp3 Sp4 Summer course No Sp
0111 Project 7,5 c Grading: TH   7,5 c    

In programs

KPLOL LEARNING AND LEADERSHIP, SUPPLEMENTARY STUDY PROGRAMME, Year 1 (compulsory)
MPLOL LEARNING AND LEADERSHIP, MSC PROGR, Year 1 (compulsory)

Examiner:

Universitetslektor  Jens Kabo


Theme:

MTS 1,5 hec


  Go to Course Homepage

Eligibility:


In order to be eligible for a second cycle course the applicant needs to fulfil the general and specific entry requirements of the programme that owns the course. (If the second cycle course is owned by a first cycle programme, second cycle entry requirements apply.)
Exemption from the eligibility requirement: Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling these requirements.

Course specific prerequisites

The course Mathematics, teaching and assessment, MVE375.

Aim

The aim of the course is to prepare students for teaching in the subjects Chemistry, Physics or Technology with the goal that they will be able to:
- plan and carry out courses, lessons and activities in their subject while taking into consideration formal course/subject requirements and deliberate educational choices as well as doing it in a way that support learning among all pupils and make assessment equal for all possible.

Learning outcomes (after completion of the course the student should be able to)

  1. interpret and apply subject syllabi for planning and conducting teaching in chemistry, physics or technology at the upper secondary school level
  2. evaluate and choose from different sources suitable content for teaching in chemistry, physics or technology at the upper secondary school level with emphasis on relevance for the given teaching context
  3. create the conditions for assessment that support learning in chemistry, physics or technology and is equal for all pupils
  4. identify one's need of additional knowledge in order to develop one's competency in teaching chemistry, physics or technology
  5. use critical perspectives for disusing and expanding the character, purpose and accessibility of chemistry, physics or technology
  6. integrate different perspectives on sustainable development in chemistry, physics or technology teaching in order to contribute to education for sustainable development in schools
  7. use different perspectives on sustainable development in order to contribute toward developing organisations in a sustainable direction
  8. use ICT as a practical tool in teaching and as a support for learning

Content

The course cover the following themes:
  • Plan, assess and grade (chemistry, physics and technology)
  • The subject's character and purpose
  • Education for sustainable development in school and industry
  • Pedagogical content knowledge for chemistry, physics and technology
  • Assessment and development of one's own capabilities
A greater part of the course activities are contextualised in the introductory chemistry, physics and technology courses at the upper secondary school level. Overall, the emphasis in the course is on practical rather than theoretical dimensions, even if some theoretical perspectives are covered.

Organisation

Since students with different subjects (Chemistry/Physics/Technology) take part in the course, it is structured around a combination of seminars attended by everyone and subject specific assignments and lessons. The subject specific lessons are to a large extent conducted with the help of practicing upper secondary school teachers or in some cases people with other relevant competency.

Literature

  • Betygssättning - en handbok [Grading - a handbook] by Anders Gustavsson, Per Måhl, Bo Sundblad. Published by Liber, 2012.
  • Teknikutbildning för framtiden - perspektiv på teknikundervisningen i grundskola och gymnasium [Technology education for the future] by Sven Ove Hansson, Edvard Nordlander, Inga-Britt Skogh. Published by Liber, 2011. [Only applies to students with technology as subject.]
  • Articles and other texts on course relevant themes will be made available to students during the run of the course.

Examination

Course grades are awarded on the scale Fail, 3, 4 or 5. To pass the course all parts of the course and the various assignments must have been completed. Assessment criteria exist for all assignments impacting the course grade. A holistic consideration of the various course assignments is carried out by the examiner with consultation by the master teachers, which then result in an individual grade for each student.


Page manager Published: Thu 03 Nov 2022.