1. sciencesciencescience
Instructional Resource Package (I.R.P.) for Science 8, 9 and 10 (2006)
Download pdf from the BC Ministry of Education website
http://www.bced.gov.bc.ca/irp/irp_sci.htm2013
F a l l - W i n t e r
C u r r i c u l u m a n d P e d a g o g y i n G e n e r a l S c i e n c e
Course Objectives
To enable pre-service science
teachers to:
•address the challenges
associated with the teaching of
science to adolescents, and to
learn how to effectively plan,
teach, assess, and manage their
learning experiences.
•bring together sound
pedagogical theory and
classroom practice.
•reflect on the nature of science
and its implications for the
teaching of science.
•evaluate the rationale for
teaching science and the role of
science in the secondary school
curriculum.
•become familiar with the
rationale, content, and
organization of the secondary
science curriculum (I.R.P.) in
British Columbia.
•develop skills in the selection
and use of methods, materials,
and resources appropriate for
learning science.
•adopt safe practices inside
and outside of the classroom.
•develop strategies for
assessing understanding of
science content, scientific
reasoning, laboratory process,
and problem solving.
•acquire skills in promoting
student interest in science, and
understanding of the role of
science in society.
•recognize the diversity present
in science classrooms, and
learning/teaching issues related
to ability, gender, and ethnicity.
sciencescience
UBC-WKTEP EDCP 352
2015

2. CORE BELIEFS
FUNDAMENTAL TO THE
COURSE AND PROGRAM
1. Articulating, questioning,
understanding, and sharing our
beliefs about teaching and
learning are fundamental to
improving teaching practice
2. Learning about teaching and
learning occurs best when we
are placed in a context where
we are both teachers and
students. The pathway to
understanding is built on both
experience and action.
3. Personal understanding and
professional growth is enhanced
through writing about and
discussing our beliefs with others.
4. Our teaching is improved by
listening to ourselves, our
colleagues, and our pupils, and
by thinking about and acting on
what has been said.
5. The quality and
meaningfulness of science
instruction are improved when
students are active and mindful
participants in their learning.
6. The instructor’s role is to
facilitate and guide learning and
teaching experiences.
7. The program and the
learning activities are intended
to serve as models that may be
used effectively in your teaching
practice.
“Live as if you were to die
tomorrow. Learn as if you were
to live forever.”
― Mahatma Gandhi
KEY TOPICS
The order on the page is
not the order of
importance ... that’s for you
to decide...
1.(pre)Conceptions of
science
Where do we get our ideas
about the world around us?
What ideas do students bring
with them into our classroom?
2.Learning Environments
The impacts of science are as
diverse as the environments in
which we learn science. The
teachers role in structuring the
‘classroom’ is critical to its
success!
3.The General Science
Curriculum
Where, what, why, how and
who? Prescribed learning
outcomes versus unintended
learning outcomes.
4.The Principles of
Learning and Science
Parents send the best children
they have to school to learn ...
5.Science Labs
Let’s see whats on the slab ...
Connecting concepts, safety
and fun.
6.STS & STEM & Maker
Science Technology Society
and
Science Technology
Engineering Math
and the
Maker Movement
“What you do makes a difference,
and you have to decide what kind
of difference you want to make.”
― Jane Goodall

3. A. Infographics: Developing a Simple Infographic
for A learning Outcome
The purpose of this assignment is to select a
prescribed learning outcome from relevant
curriculum then plan and design an infographic as
an example for students. Structure a lesson where
students then plan, design and create their own
infographics.
B. The ‘Un’ Lecture: Introduction to Interactive
Science Inquiry
The purpose of this mini-teaching assignment is to
provide practice in using inquiry teaching to promote
student thinking. Connect a specific learning outcome to
a ‘lecture’ topic available on TED Ed or a similar source
for 5–15 minute long AV resources. The teacher
prepares and presents their example and then
structures a lesson for the learning outcome that they
will be teaching on their practicum (preferably).
C. Laboratory Session: Promoting Learning in Lab
Settings
The purpose of this assignment is to investigate
and mitigate the complexities of student learning
in a laboratory activity.
D. The Field Trip
The purpose of this assignment is to create a
student learning activity which encourages
meaningful learning of science concepts in a
setting ‘beyond the school’s walls’.
“Curiosity and thus learning thrive when
connected to and/or emergent from contexts
which are familiar and meaningful to the
learner.”
- Herman and Mandell
Upon entering the Faculty of Education you are joining a
professional community. We feel strongly that being present on
a regular basis is part of your professional responsibility (just
as it would be in your own classroom). Since your academic
work and understanding of teaching practice in this
professional program is dependent upon participation in
classroom based activities, absenteeism is a matter of serious
concern. If you anticipate being absent for a compelling
reason we expect that you will contact us in advance and we
will set aside the materials from that day. You will have your
instructors’ email and telephone numbers, please use these to
communicate with us.
We follow the UBC Faculty of Education policy that
stipulates clearly that: “One
hundred percent attendance is
expected. Any absence should
be discussed with the
instructor. Unexcused absences
may result in an F or being
required to withdraw from the
course.”
Students in the Faculty of
Education are expected to
adhere to standards of
professional practice and
ethics in their interactions with faculty and peers at the
university, and with teachers, staff, and students in the schools.
In accordance with this, students are expected to comply with
standards of professional conduct as set out in the School Act,
and follow the guidelines published in the Members’ Guide to
the BCTF.
UBC has developed a set of eight standards for teaching
competence which are to be attained by those who graduate
from our Teacher Education Program.
www.educ.ubc.ca/about/standards
The goals of every course address some number of these.
Specifically, the aims and learning activities within EDCP 352
are intended to support beginning teachers in developing the
following professional qualities:
Standard 3- Professional educators understand and apply
knowledge of student growth and development.
Standard 6-Professional educators have a broad knowledge
base and understand the subject areas they teach.
Students are expected to collect and retain electronic
“artifacts” of their personal work, products and performances
in the program and compile them, where possible, in an “E-
Portfolio” to communicate how each of the standards of
professional competences have been attained.
A S S I G N M E N T S OV E RV I E W (details and due dates to follow)
ATTENDANCE, PARTICIPATION, AND
PROFESSIONAL CONDUCT POLICY
AT TAIN M E N T OF S TAN DARDS