The Practice (PCK) of Teaching Science and Technologies (11780.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 3 - Undergraduate Advanced Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Explain the rationale, aims and structure of the Australian Curriculum for Science and Technologies and the significance of Science and Technology Education as part of an inclusive whole school curriculum;
2. Demonstrate an appreciation of the research and theories that inform the teaching of Science/Technologies in the contemporary classroom;
3. Demonstrate content knowledge relevant to teaching K-6 Science and Technologies;
4. Use a wide range of resources for the teaching of Science and Technologies;
5. Plan and develop a sequence of lessons that align with the Australian curriculum for Science and Technologies that engage students and incorporate assessment of their learning.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal 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 - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - use Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline
PrerequisitesMust have passed 24 credit points.
CorequisitesThis unit is only available to students in the Bachelor of Early Childhood and Primary Education.
Incompatible units9889 The Practice (PCK) of Teaching Science and 9890 The Practice (PCK) of Teaching Technologies.
Assumed knowledgeBasic ICT Literacy and Pedagogical Content Knowledge Units.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Mrs Lucy Bennett|
|2023||UC - Canberra, Bruce||Semester 1||06 February 2023||On-Campus||Mrs Lucy Bennett|
Albion et al., (2017). Technologies Education for the Primary Years. Cengage Learning, Australia.
Skamp, K. and Preston, C. (2018). Teaching primary science constructively 6th Ed. Cengage Learning, Australia.
Fleer, F. (2019). Technologies for children 2nd Edition. Cambridge University Press. Great Britain.
Gregson, R. and Doidge, N. 2018) Connecting with Science Education 2nd Edition. Victoria, Australia: Oxford University Press.
Murdoch, K. (2015) The Power of Inquiry. Seastar Education. (From http://www.kathmurdoch.com.au/shop/).
Additional resources will be made available on the unit Canvas site or through the library.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
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.
It is important to note that no part of an assignment submission has been submitted for assessment in any other unit in this or another Faculty, except where authorised by the lecturer/s concerned.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit. It is imperative that all assessment tasks are submitted.
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.
Reading and private study: 50 hours
Workshop and online participation: 50 hours
Assessment tasks: 50 hours
Active participation in the face-to-face classes is required in order to demonstrate the achievement of learning outcomes.
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.
Your participation in both class and online activities will enhance your understanding of the unit content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.
Required IT skills
It is an expectation of this Unit that students can present all submissions in a word processed format. Students should keep copies of all submitted work. Students should also become familiar with Microsoft/Apple applications such as: Excel, PowerPoint and Word or equivalent Mac applications.
Work placement, internships or practicums
This unit will provide PSTs with opportunities to reflect on the research and theories which underpin the teaching of Science and Technologies. PSTs will further develop their understanding of how students learn, with a particular focus on pedagogical inquiry approaches to teaching and learning in the Australian Curriuclum: Science and Technologies.