Credit Point: 15 CP
Pre-requisite: None
This module is aimed at helping candidates understand how to teach specific science topics to upper primary school students. The module is not intended to teach the candidates biology content. It is expected that all the participants of this module will have already successfully completed subject-specific course sequences; this module is also aimed at helping candidates understand how to teach specific chemistry topics to upper primary school children. The module is not intended to teach the candidates chemistry content exclusively. It is expected that all the participants of this module will have already successfully completed subject-specific module sequences and this module is aimed at helping candidates understand how to teach specific physics topics to upper primary school children. The module is not intended to teach the candidates physics content as such. It is expected that all the participants of this module will have already successfully completed subject-specific course sequences.
Credit Point: 10 CP
Pre-requisite: None
This module is aimed at helping candidates understand how to teach specific ‘Integrated Science’ topics for would be primary school teachers. The module is not intended to teach the candidates specific subject contents. It is expected that all the participants of this module will have already successfully completed subject-specific course sequences. In this module, candidates will be rather engaged in designing effective lessons to teach specific science topics in a manner that they are integrated with important skills and approaches in other subjects; specifically: social studies, language arts (Amharic, English, or other), physical education (play), aesthetics and mathematics. Topics include but are not limited to facilitation students’ learning of ‘Integrated Science’, systematic design and development of instructional activities that could stimulate the acquisition and transfer of higher-order thinking skills, planning of lessons and units across subjects, integration of technology in ‘Integrated Science’ topic lessons, innovative methods of student assessment, design and development of instructional materials, classroom management, and provision of differentiated instruction for a diverse student population. Candidates are generally trained to adopt a systematic approach in designing lessons, drawing largely from the instructional design theories and principles they learned in previous module.