MSc in Curriculum Development and Instruction

Course Information Package

Course Unit TitleCOGNITION AND SCIENCE EDUCATION
Course Unit CodeESPLE713
Course Unit DetailsMA Educational Sciences: Dynamic Learning Environments (Specialization Electives) -
Number of ECTS credits allocated10
Learning Outcomes of the course unitBy the end of the course, the students should be able to:
  1. Know and identify basic aspects of the human cognitive system that become implicated in various cognitive processes.
  2. Identify cognitive load constraints that affect learning in science and be able to suggest to their students, appropriate external memory systems to overcome them.
  3. Apply metacognitive scaffolds to their students, either when learning a new concept or when carrying out scientific inquiry activities.
  4. Invoke conceptual change mechanisms, which are appropriate for their students.
  5. Use expository texts in a strategic manner to facilitate conceptual understanding and conceptual change
Mode of DeliveryFace-to-face
PrerequisitesNONECo-requisitesNONE
Recommended optional program componentsNONE
Course Contents

·         Knowledge in science. Declarative and procedural knowledge in developing understanding of scientific concepts and skills for applying scientific processes.

·         Cognitive Load Theory and implications for teaching and learning science. External memory systems. Basic functions of memory. Managing memory in science education.

·         Use of text in science education. Models of understanding text. Constructing mental representations of scientific concepts from expository text. The use of refutation texts to facilitate conceptual change.

·         Metacognition in science education. Self-regulation of scientific learning and hands-on-scientific enquiry. Explicit and implicit teaching of metacognitive strategies.

·         Theories of conceptual change. Conceptual change approach to the teaching of science. Mechanisms of conceptual change. Obstacles to conceptual change. Individual differences in conceptual change.

Recommended and/or required reading:
Textbooks
  • Reif, F. (2007). Applying cognitive science to education: Thinking and learning in scientific and other complex domains. Boston, MA: MIT Press.
  • Vosniadou, S. (Ed.) (2008). International handbook of research on conceptual change. New York, NY: Taylor and Francis.
  • Κόκκοτας, Π.Β. (2010). Διδακτική των φυσικών επιστημών ΙΙ: Σύγχρονες προσεγγίσεις στη διδασκαλία των φυσικών επιστημών. Αθήνα: Εκδόσεις Γρηγόρη.
References
  • Zohar, A., & Dori, Y.J. (Eds.) (2012). Metacognition in science education: Trends in current research. Amsterdam: Springer.
  • Plass, J.L., Moreno, R., & Brunken, R. (Eds.) (2010). Cognitive load theory. Cambridge: Cambridge University Press.
  • Strernberg, R.J. (2009). Cognitive psychology. Belmont, CA: Wadsworth Cengage Learning.
Planned learning activities and teaching methodsThe theoretical part of the module (content of the taught concepts) is delivered by means of lectures, presentations, videos’ viewing and discussing as well as workshops engaging students in collaborative learning. E-learning activities will also be used (i.e. synchronous and asynchronous discussions, wikis, blogs).
Assessment methods and criteria
Coursework50%
Final Exam50%
Language of instructionGreek
Work placement(s)NO