Science Education Internship (9898.3)
|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 4 - 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. Enhance their approach to teaching science and understand the implications of this approach for children's learning;
2. Increase their understanding of the required teaching processes for science plus the concepts identified in the Australian Science Curriculum (F-6);
3. Improve their understanding of the nature of science, its relationship to everyday life and its social contexts;
4. Recognise the aims, place and significance of science education within an inclusive whole school curriculum;
5. Develop an appreciation of the contemporary issues in science education;
6. Enrich their understanding of the role that scientific institutions play in the teaching and learning of science; and
7. Heighten their confidence and interest in teaching science to primary school students.
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
Prerequisites9899 Scientific Principles; 9867 Creative Science Specialist; 9889 The Practice (PCK) of Teaching Science AND Must have completed 48 credit points.
CorequisitesEnrolment in the Bachelor of Primary Education (STEM), 322JA.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 1||08 February 2021||On-Campus||Ms Sally Rule|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Ms Sally Rule|
Skamp, K. & Preston, C. (2017). Teaching primary science constructively 6th Ed. Cengage Learning, South Melbourne.
Devereux, J. (2007). Science for primary and early years: developing subject knowledge. SAGE.
Fitzgerald, A. (Ed.). (2013). Learning and Teaching Primary Science. Cambridge University Press.
Gregson, R. (Ed.). (2012). Connecting with Science Education. Oxford University Press.
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.
Special assessment requirements
A minimum aggregate mark of 50% is required to pass the unit. In addition, students are also required to obtain an ungraded pass on their mentor's report 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.
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 tutorials: 3 hours
Internship with external organisation: 21 hours
Reading, contribution to online discussion, assessment-related activities: 120 hours
Activities relating to administration of internship: 6 hours
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).
Successful completion of the professional experience placement is critical to success in the whole unit. Students must make themselves familiar with the processes and policies of professional experience.
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. 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 internship sessions, including transport costs.
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 an internship placement 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.
Due to the professional nature of this unit students are expected to wear appropriate clothing/shoes that meet the requirement of the organisation you are working in, for example you may be expected to wear fully enclosed shoes etc. If you are unsure please discuss this with the unit convener. Students are also required to wear their name badges whilst on placement.
As this is a professional experience/WIL unit students may be required to undergo a Working with Vulnerable People (WWVP) background check to undertake an internship for the unit. Students are responsible for arranging their own checks through the ACT Office of Regulatory Services and should nominate the Volunteer category so that there is no charge.
*Note: that the Working with Vulnerable People (Background Checking) Act only applies to the ACT. For students undertaking placements in other states or territories, it may be that a Police Check or a Working with Children Check is required.
*Note that this internship is aimed at broadening the student's understanding and is not a paid position.
Provision of information to the group
Notifications through CANVAS are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's website (CANVAS messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The CANVAS 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 firstname.lastname@example.org 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).
If you experience difficulties (professional or personal) associated with your internship, please let your Unit Convenor know.
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.