Science and Technology Education 2 (7987.3)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | ||
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education, Science, Technology & Maths |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Level 4 - Undergraduate Advanced Unit | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
On successful completion of this unit, students will be able to:1. Reviewed the theoretical underpinnings of effective science teaching;
2. Identified the value of careful planning with respect to science teaching;
3. Recognised that design of science learning activities as part of an integrated program of teaching adds an exciting and fruitful dimension to the teaching of young children;
4. Familiarised themselves with the wide range of resources, including ICT resources, they have available to them for the teaching of science; and
5. A greater confidence in the level of content knowledge they carry into future science teaching.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
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 - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Prerequisites
Science and Technology Education 1.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|
Required texts
Required Text
Gregson, R. (2012). Connecting with Science Education. Oxford University Press, South Melbourne, VIC.
(available from the UC Co-op Book Shop)
Recommended texts
Fitzgerald, A. (2013). Learning and Teaching Primary Science. Cambridge University Press. Port Melbourne, VIC.
Skamp, K. (2012). Teaching Primary Science Constructively (5th ed). Cengage Learning. Australia.
MacDonald, A. & Rafferty, J. (2015). Investigating Mathematics, Science & Technology in Early Childhood. Oxford, Australia.
PrimaryConnections science education resources. Australian Academy of Science. Canberra, Australia. https://www.primaryconnections.org.au/
Submission of assessment items
Special assessment requirements
Normally 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.
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
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. It is also expected that students develop appropriate classroom ICT skills (e.g. using an electronic whiteboard as a teaching resource). Students should also become familiar with the Mahara ePortfolio platform as well as Microsoft applications such as: Excel, PowerPoint and Word or equivalent Mac or Google applications.
In-unit costs
Purchase of the text/s is the principal cost associated with this Unit, as well as related resource costs for the teaching clinic sessions including travel. Costs also related to the production of the Science Teaching Clinic Portfolio. If you have difficulties meeting these costs please make contact with the unit Convener to discuss possible support.
Work placement, internships or practicums
This is a Work Integrated Learning (WIL) unit, and therefore additional student responsibilities are required in addition to those described in section 6. This unit involves Teaching Clinics and hence requires strict adherence to professional practice and principles and ethics. School, student, and/or research participant confidentiality must always be maintained, including for assessment items such as reports or essays etc. The professional nature of this unit also requires 100% attendance at all WIL learning activities (lectures, practicals etc if scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g. timetable clash), it is recommended that you meet with your course adviser to re-schedule this unit for a future semester.
Additional information
This unit involves research-led education and work-integrated learning.
Provision of information to the group
Notifications through the Moodle announcements and discussions forums will be made to the whole class. It is the responsibility of students to ensure that they check for announcements on the unit's Moodle website (Moodle forum messages are also emailed to student email addresses). Students should ensure they check their student email regularly. The Moodle discussion forums will be checked by staff regularly.
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).
