Science and Technology Education Graduate Entry (8916.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|
|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 outcomesOn completion of this unit, students will be able to:
1. Develop their own approach to teaching science and technology and will understand the implications of this approach for children's learning;
2. Develop an understanding of the required teaching processes for science and technology as well as the concepts identified in the Australian curriculm;
3. Develop a critical understanding of the aims and place of science and technology education in the school curriculum;
4. Develop a critical understanding of the nature of science and technology, and its relationships to everyday life and its social contexts;
5. Develop a recognition of the significance of science and technology education for as part of an inclusive curriculum;
6. Develop an understanding of children's experiences and learning in science and technology; and
7. Develop confidence and increased interest in teaching science and technology to primary school students.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
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 - adopt an informed and balanced approach across professional and international boundaries
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
CorequisitesEnrolment in Bachelor of Education in Early Childhood Teaching (Graduate Entry) or Bachelor of Education in Primary Teaching (Graduate Entry)
- 7989 Science and Technology Education 1
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
Gregson, R. (2012). Connecting with Science Education. Oxford University Press, South Melbourne, VIC.
(available from the UC Co-op Book Shop)
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.
MacDonld, A & Rafferty, J. (2015). Investigating Mathematics, Science and 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
An aggregate mark of 50% is required to pass the unit.
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.
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.
Purchase of text/s is the principal cost associated with this Unit, as well as related resource costs for the teaching clinic sessions and 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.
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 email@example.com 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).