Master of Education (Science)

Full-time

Minimum

1 year

Maximum

2 years

Part-time

Minimum

2 years

Maximum

4 years

Course Descriptors

MED900 Educational Inquiry (4 AUs)
This course introduces participants to the fundamental processes involved in conducting research such as formulating research questions, writing a review of the literature by synthesizing empirical studies, understanding various methodological approaches, collecting and interpreting research data. Participants in this course will have opportunities to develop the skills, knowledge and strategies needed to read, interpret, and evaluate the quality of research reports. In addition, participants will gain a critical understanding of quantitative, qualitative, and combined research approaches.

MED901 Academic Writing for Postgraduate Students (4 AUs)
This course will guide postgraduate students in studying the discourse and linguistic conventions of academic writing in their own discipline so that they can better manage the writing of their thesis/research paper. In addition to studying the discourse practices of academic writing, students will also examine the thinking processes underlying the production of those practices.

MED902 Integrative Project (2 AUs)
This capstone course requires participants to identify an education issue which forms the focus of inquiry, locate and read the most relevant literature to generate suggested potential solution to address the problem. The solution should show evidence that they are able to take the available information and restructure it in an appropriate way to deal with the issue.

MSC902 Science Curriculum Change and Curriculum Evaluation (4 AUs)
The purpose of this course is to provide the participants with opportunities to examine key issues in conceptualisation, enactment and evaluation of the science curriculum, and their implications for research and development. The participants will learn about the history of changes to the science curriculum around the world. They will examine science standards documents from various countries and make connections to our Singapore science curriculum frameworks. They will unpack the term scientific literacy as discussed in 21 Century Competencies literature and understand its connections to PISA. With knowledge about the sociopolitical context of science curriculum reform and issues in science reform, course participants will appreciate the usefulness of understanding evaluation perspectives and methods and apply them to design an evaluation study of a school-based science curriculum or programme.

MSC903 Science as Practice (4 AUs)
*  To provide more science education courses for participants to choose in the MEd programme 

*  To strengthen the theory and practice nexus of science as practice in science teaching 

*  To enable participants to make connections between the ideas of science as practice to other classroom practices

MSC904 Alternative conceptions and conceptual change in science learning (4 AUs)
This course introduces constructivist earning theories and conceptual change theories as well as methods to determine alternative conceptions in the context of science learning. It will create greater awareness of the difficulties in learning science, how to diagnose these difficulties, and how to design interventions to address them.

MSC905 Science Discourse: Learning through Talk and Texts in the Classroom (4 AUs)
This course aims to deepen participants understanding of the complex interplays between language, identity, and learning in general as well as gain knowledge about scientific reasoning, explanation, and argumentation for science teaching. Through theoretical exploration of key readings in the fi eld and practical application with local data, participants will develop the basic skills to analyze classroom talk and text and relate these to issues of learning and identity. Moreover, participants will enhance knowledge-building of reasoning, explanation, and argumentation for the science classroom.

MSC906 Representations & New Media in Science Education (4 AUs)
Learning science involves students making sense of and generating multiple modes of representations (e.g., written text, images and mathematical symbols) that characterise science. Classroom teachers also make use multiple media and forms of representations to present the subject matter and shape their students conceptual understanding. This course will offer participants an overview of the theories and analytical tools so that participants are able to examine representations and media that are used in research and in classroom practice. In addition, participants will apply the theories learned to analyse representational artifacts commonly used in the teaching of science (e.g., diagram, textbook), including the use of new media such as simulation and video to determine their efficacy in supporting student learning.

MSC907 Critical Studies in Science Education (4 AUs)
In this course, participants will learn about critical theory and examine issues in science education with a critical lens. They will learn about what it means to teach science with critical praxis and be a reflexive science practitioner. They will acquire the vocabulary used in critical science education research. Specifically, multiculturalism and gender issues in science education will be discussed and pedagogies that enhance student participation in science. Critical methodologies and validity issues in critical research will also be discussed. During this course, they will discuss taken-for-granted assumptions about schooling, curriculum, teaching, and learning. Then, they will apply the theories learned to design culturally relevant science activities.

MSC908 STEM Education History, Policies, and Research Trends (4 AUs)
This course provides an overview of the history of STEM education, including the emergence of STEM and STEM education in the US and its development in other regions, such as Europe and Asia. STEM education policies in selected countries, including Singapore, will be examined and discussed. Empirical studies will be analyzed and discussed to highlight trends in STEM education research. Differences in interpretation of STEM education will be highlighted in light of the STEM education policies and research discussed.

MSC909 STEM Curriculum and Instruction (4 AUs)
This course interconnects the teaching, learning, and assessment aspects of an integrated STEM curriculum. Various models of integration (e.g., disciplinary, multidisciplinary, interdisciplinary, or transdisciplinary) will be discussed. The S-T-E-M Quartet developed by members of the meriSTEM@NIE will be introduced to facilitate students design and evaluation of STEM activities and curricula. Various modes of assessments targeting conceptual, epistemic, and social goals of STEM education will be highlighted to facilitate design of assessing learning in STEM activities.

MSC910 Assessment In Science Education (4 AUs)
Classroom assessment has experienced a major reconceptualisation in the past two decades. Rather than just a means of evaluating or grading, its formative, synchronous functions for advancing learning are increasingly being promoted to teachers. This course brings principles of assessment to bear on science teaching and learning and attempts to narrow the theory-practice gap that often obstructs (science) teaching. International and local policies relevant to science education are examined together with the targets of assessment in science, namely, cognitive, skills and affective knowledge. The critical examination of assessment strategies/methods for science classrooms will also be covered.

MSC911 AI and Emerging Technologies in Science Education (4 AUs)
This course aims to provide you with an in-depth understanding of how artificial intelligence (AI) and emerging technologies are transforming science education. You will explore the latest trends, tools, and techniques that can be applied to enhance teaching and learning in science. By the end of the course, you'll be equipped with the knowledge and skills to integrate AI-driven solutions and technological innovations into educational practices, improving both classroom experiences and student outcomes. This course is designed for educators, curriculum designers, and anyone passionate about advancing the role of technology in education. Taking this course will provide you with the tools to stay at the forefront of educational technology. You will also gain valuable insights that can inspire new ideas for your own classroom or research endeavours, ensuring you remain forward-thinking in an ever-evolving landscape.