The Practice (PCK) of Teaching Science (9889.2)
|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. Review the theoretical underpinnings of effective science teaching;
2. Identify the value of careful planning with respect to science teaching;
3. Recognise 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. Use a wide range of resources, including ICT resources, they have available to them for the teaching of science; and
5. Demonstrate great confidence in the level of content knowledge they carry into future science teaching.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
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 - work collaboratively as part of a team, negotiate, and resolve conflict
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 - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
PrerequisitesStudents must have passed 24 credit points. Students in the following courses must also have passed 11765 Foundations of Pedagogy: 321JA Bachelor of Primary Education, 322JA Bachelor of Primary Education (STeM), 323JA Bachelor of Primary Education (Creative Arts), 324JA Bachelor of Primary Education (H&PE)
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 1||08 February 2021||On-Campus||Mrs Lucy Bennett|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Mrs Lucy Bennett|
Gregson, R. and Doidge, N. (Eds.) (2018). Connecting with Science Education 2nd Ed. Victoria, Australia: Oxford University Press. 9780190309343. Available from the School Locker.
Skamp, K., (2015). Teaching primary science constructively 5th Ed. Cengage Learning, South Melbourne.
Fitzgerald, A. (Ed.). (2013). Learning and Teaching Primary Science. Cambridge University Press.
Fleer, M. (2015). Science for Children. Cambridge 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. In addition to this, the required Professional Experience must be passed to receive a pass in this 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.
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.
Face-to face workshops on campus or at a participating school: 33 hours
Readings, online learning activities and assessment preparation: 68 hours
Lesson and workshop preparation: 49 hours
Active participation in the face-to-face classes is required in order to demonstrate the achievement of learning outcomes (a, b, c and d). Refer to assessment (5b) on the Canvas site for further details.
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.
Successful completion of the professional experience component (equivalent to 3.5 days) is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.
Participation in ‘school based' tutorial classes is a compulsory condition of this unit, and attendance will be recorded. You must participate in 100% of the ‘school based' tutorial classes to pass this unit. In the event that you cannot attend your assigned session due to illness or extreme circumstances, you must provide appropriate documentation to the Unit Convener as soon as possible. In the case of sessions missed due to illness or extreme circumstances, both the academic content and the professional experience component are required to be made up. More than two documented absences may lead to failure of the unit due to non-completion.
*Note: This unit commences with weeks 1 on campus (see timetable for rooms) and weeks 2 to 8 will be school-based, to meet accreditation requirements of 3.5 days professional experience.
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.
Purchase of text/s is the principal cost associated with this Unit, as well as related resource costs for the teaching clinic sessions.
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 for the successful completion of this unit. 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.
Due to the professional experience/ WIL nature of this unit students are expected to wear appropriate clothing/shoes that reflects the status of being a teacher, generally as a guide this would be smart casual. Please note that some schools do not allow jeans, t-shirts or denim. If you are unsure please discuss this with the unit convener. Students are also required to ensure that their name badges are visible at all times while on school campus.
As this is a professional experience/WIL unit students are required to undergo a Working with Vulnerable People (WWVP) background check to undertake a placement for the unit. Students are responsible for arranging their own checks through the ACT Office of Regulatory Services and should register as a volunteer. There is no cost for the application when doing so.
Foundation of Unit
Theoretical foundation: This unit is based on current theories concerning Science education. Academics teaching in this unit are specialist science educators and researchers.
Research led education: This unit involves research-led education and work-integrated learning. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.