Teaching Primary Science and Technology PG (11338.1)

Please note these are the 2021 details for this unit
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Teaching Primary Science and Technology PG
Available teaching periods Delivery mode Location
View teaching periods
EFTSL Credit points Faculty
0.125 3 Faculty Of Education
Discipline Study level HECS Bands
Academic Program Area - Education Post Graduate Level Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
This unit is designed to develop pre-service teachers' understanding of pedagogical content knowledge for Science teaching and Technology teaching. They are given opportunities to reflect on their own prior beliefs and attitudes to Science/Technology and Science/Technology teaching, the research and theories which underpin the teaching of Science/Technology, as well as the place and significance of Science and Technology within an inclusive whole school curriculum. Pre-service teachers are supported in the development of their understanding of the nature of science Technology and their role in society and the way this is reflected in the aims, structure and content of the Australian Curriculum. They further develop their understanding of how students learn with a particular focus on pedagogical inquiry approaches to teaching and learning in Science and Technology. They consider the diverse needs of learners when planning learning experiences so that all students may be supported in their learning. This unit will help pre-service teachers to develop an understanding of the role and importance of evidence, feedback and assessment within the teaching process. It will also help them to develop an awareness of the importance of professional reflection in the teaching process and the science education networks available to them to support their continued growth. Tasks throughout the unit will enable students to explore teaching practices across the different contexts of technologies in society, and apply knowledge in relation to the central concepts of computational thinking and design thinking. The exercise of ICT Capability in relation to the Technologies learning area will be integrated as appropriate.

Learning outcomes

After successful completion of this unit, students will be able to: 1. Demonstrate an understanding of the rationale for continued professional reflection and the implications for improved student learning;
2. Recognise the aims, place and significance of science and technology education as part of an inclusive whole school curriculum;
3. Understand the nature of Science and Technology and their significance to everyday life;
4. Understand the rationale, aims, structure of the Australian Curriculum for Science and Technology and significance of Science and Technology Education as part of an inclusive whole school curriculum;
5. Demonstrate an appreciation of the research and theories that informs the teaching of Science/Technology in the contemporary classroom;
6. Develop content knowledge relevant to teaching K-6 Science and Technology;
7. Plan and develop for assessment using pedagogical approaches that meet the diverse of learners;
8. Appreciate the relationship of Science/Technology education to other key learning areas, cross-curriculum priorities and general capabilities;
9. Plan and develop sequenced lessons using pedagogical approaches to suit particular affective needs, and conceptual and developmental stages; and
10. Develop an understanding of the use of ICT and community resources to engage, deepen and extend learning in science/technology.


Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas


Skills development

 

 



Prerequisites

This unit is only available to students in the Master of Primary Teaching course.

Corequisites

None.

Assumed knowledge

None.
Year Location Teaching period Teaching start date Delivery mode Unit convener
Not available

Required texts

Skamp, J. and Preson, C. (2014) Teaching Primary Science Constructively, 6th Edition. Cengage Learning Australia, Melbourne.

Submission of assessment items

Extensions & Late submissions

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.

Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment submitted over 7 days late will not be accepted.  Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

Special assessment requirements

An aggregate mark of 50% is required to pass the unit. 

Academic integrity

Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.

To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.

Use of Text-Matching Software

The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Learner engagement

Indicative workload:

  • attendance at weekly classes: 30 hours
  • preparation for weekly classes: 40 hours
  • other reading and assessment preparation: 80 hours

 

Inclusion and engagement

Inclusion and Welfare

Students who need assistance in undertaking the unit because of disability or other circumstances should inform their Unit Convener or Inclusion and Welfare as soon as possible so the necessary arrangements can be made.

Participation requirements

Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).

Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).

It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.

Required IT skills

UC Entry level skills

In-unit costs

None

Work placement, internships or practicums

None

Additional information

Use of student email account

The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes".  Therefore all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.

In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).