EDCU20038 - Teaching Science
Term 1 - 2017


All details in this unit profile for EDCU20038 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

This unit develops understanding of both the content and pedagogy required to teach science in primary school classrooms. Students are introduced to concepts on how children learn science, the importance of science education in an Australian and international context and current views regarding effective pedagogical practice linked to research. Practical application of skills related to the Australian Curriculum: Science will focus on learning and teaching across the four substrands of Biological Sciences; Earth and Space Sciences; Chemical Sciences and Physical Sciences. There is an emphasis on science inquiry skills, in particular identifying and posing questions; planning, conducting and reflecting on investigations; processing, analysing and interpreting evidence; and communicating findings. The unit includes an emphasis on effective student engagement within science education through the appropriate selection, application and assessment of science content knowledge.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Co-requisite EDFE20034 Professional Praxis 1: Learning, Teaching and Planning

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
I really liked the videos showing science in action and activities that could be undertaken in the classroom. Student Evaluations Continue to add videos of science in action.
I personally prefer criteria sheets to be in the form of a rubric where you can clearly see the requirements for each grade level? However it is beneficial to see what weight each criteria has e.g.: criteria 1 = 4 pt vs criteria 2 = 12 pts. Student Evaluations Provide assessment criteria rubric.
On successful completion of this unit, you will be able to:
  1. Evaluate examples of teaching and assessment practice in science education to identify how connections are made to students’ prior knowledge or experience to promote learning
  2. Access and apply professional literature on contemporary science education to critically evaluate or justify planning and assessment practices
  3. Plan lesson sequences that use appropriate research-based teaching strategies and ICTs to structure content and address students’ possible misconceptions in science education
  4. Develop diagnostic, formative and summative assessment tools that identify students’ understanding of scientific phenomena
  5. Select teaching and learning and assessment strategies that engage students in active learning, promote higher order thinking and scaffold students’ understanding of core concepts in science

Successful completion of this course provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.1 Physical, social and intellectual development and characteristics of students.

1.2 Understand how learners learn

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.6 Information and Communication Technology (ICT)

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

3.6 Evaluate and improve teaching programs

4.1 Support student participation

5.1 Assess student learning

5.3 Make consistent and comparable judgements

5.4 Interpret student data

5.5 Report on student achievement

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment  
2 - Written Assessment  

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Knowledge
2. Communication
3. Cognitive, technical and creative skills  
4. Research        
5. Self-management      
6. Ethical and Professional Responsibility
7. Leadership          

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment  
2 - Written Assessment    

Prescribed Textbooks

Connecting with science education
Author/s: Gregson, Robyn Year: 2012
Edition: 1st Publisher: Oxford University Press
City: Melbourne State: VIC
Country: Australia
Teaching primary science: promoting enjoyment and developing understanding
Author/s: Loxley et. al. Year: 2014
Edition: 2nd Publisher: Routledge
City: New York State: NY
Country: America
View textbooks at the CQUniversity Bookshop
Note:

Gregson text is the main text for this course. Loxley text will assist with content knowledge and complements the Gregson text.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorLinda Pfeiffer (l.pfeiffer@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Theoretical Frameworks in Science

Gregson Text Chapters 1 and 2

Week 2 13-03-2017

Curriculum Design

Gregson Text Chapter 3

Week 3 20-03-2017

Learning and Teaching Scientifically

Gregson Text Chapter 4

Week 4 27-03-2017

Scientific Thinking

Gregson Text Chapter 7

Week 5 03-04-2017

Engagement Strategies

Gregson Text Chapters 5 and 6

Scientific Concept Misconceptions Due Wednesday (05 Apr 17) 11:45 PM AEST
Vacation Week 10-04-2017
Week 6 17-04-2017

Assessment in Science

Gregson Text Chapter 8

Week 7 24-04-2017

Digital Approaches to Learning

Gregson Chapter 9

Week 8 01-05-2017

Biological Science

Loxley Text Chapters 12 - 15

Week 9 08-05-2017

Earth and Space Sciences

Loxley Text Chapters 10 - 11

Week 10 15-05-2017

Chemical Sciences

Loxley Text Chapters 16 - 17

Evaluation of Two Science Units Due Wednesday (17 May 17) 11:45 PM AEST
Week 11 22-05-2017

Physical Sciences

Loxley Text Chapters 18 - 21

Week 12 29-05-2017
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Scientific Concept Misconceptions
Task Description

People have many preconceptions and misconceptions about the scientific world. People think about what they do and see, building shared explanations of how objects and events work. The building of these ideas can often result in misconceptions about how the world works.

Part A Case Study: Through research, select a scientific concept taught in one of the strands of the Australian Curriculum Science that is commonly misunderstood or poorly understood. Misconceptions can often be found in the media or during conversations with children.

Identify a learner context you will be working within: either Prep to Year 3 learners or Year 4 to Year 6 learners.

Design a diagnostic tool that uses questioning to critically analyse the understanding that these learners have about your selected concept.

Include examples and a comparison of the language used by the different learners to explain this science concept.

Part B Correcting Misconception: Develop a learning sequence that works to correct the misconception identified during your questioning in Part A.

The pedagogy used in your learning sequence must be linked to current research on effective teaching and learning practice and take account of the cognitive and language characteristics of the learners in the chosen age group.

The learning sequence should use ICTs where appropriate.

You need to include a range of teaching strategies.

Outline how you would report your findings to students and parents/carers.

Assessment Due Date Week 5 Wednesday (05-Apr-2017) 11:45 PM AEST
Return Date to Students Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' responses to the next task.
Weighting 50%
Assessment Criteria
  • Sophisticated explanation of the misconception that includes a well justified basis of this misconception. Explicit connection between misconception and correct scientific concept.
  • Deep knowledge and understanding about the scientific concept is demonstrated through the use of a variety of strategies relevant to appropriate age group.
  • Comprehensive knowledge of posing questions.
  • Elaborate comparison of language used by different learners.
  • Extensive learning sequence based on contemporary research on effective learning and teaching practice.
  • Appropriate use of ICTs.
  • Highly developed range of teaching strategies included in the learning sequence.
  • Clear and concise report of findings presented.
  • Demonstrates clear and accurate understanding of scientific concepts
  • Cohesive writing consistent with academic conventions. Extensive use of relevant and credible sources for explanation of scientific concepts.

The full rubric for this assessment task can be downloaded from the Moodle site for this course.

Australian Professional Standards for Teachers (Graduate Career Stage) demonstrated:

1.1 Physical, social and intellectual development and characteristics of students.

1.2 Understand how learners learn.

2.1 Content and teaching strategies of the teaching area.

2.2 Content selection and organisation.

2.6 Information and Communication Technology (ICT)

3.2 Plan, structure and sequence learning programs.

3.3 Use teaching strategies.

3.4 Select and use resources.

5.1 Assess student learning.

5.4 Interpret student data.

5.5 Report on student achievement.

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Evaluate examples of teaching and assessment practice in science education to identify how connections are made to students’ prior knowledge or experience to promote learning

2. Access and apply professional literature on contemporary science education to critically evaluate or justify planning and assessment practices

3. Plan lesson sequences that use appropriate research-based teaching strategies and ICTs to structure content and address students’ possible misconceptions in science education

4. Develop diagnostic, formative and summative assessment tools that identify students’ understanding of scientific phenomena

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility



2 Written Assessment

Assessment Title Evaluation of Two Science Units
Task Description

Examine two units of science work taught in a primary school for a particular year level.

In light of current research around effective practice in assessment in Science, evaluate formative and summative assessment used in these units of work.

Identify the types of assessment used, how they demonstrate student understanding and motivate or engage students in learning.

Make at least two recommendations for improvement in the assessment used in these units of work using the knowledge you have gained throughout the course of assessment for, of and as learning.

These recommendations must be justified by links to current research and should include redesign or development of appropriate tools and techniques for promoting engagement and making reliable consistent and comparable judgements on students' learning as input for teaching and reporting purposes.

Assessment Due Date Week 10 Wednesday (17-May-2017) 11:45 PM AEST
Return Date to Students Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' responses to the next task.
Weighting 50%
Assessment Criteria
  • Sophisticated explanation of the formative and summative assessment used in each of the two units of work.
  • Explicit identification of the types of assessment used in each of the units of work.
  • Comprehensive explanation of how the types of assessment used in the units of work demonstrate student understanding and motivate or engage students in the learning.
  • Two appropriate recommendations are identified for improvement in the assessment items.
  • Recommendations of assessment for, of and as learning are identified.
  • Recommendations are justified by links to current research.
  • Clear and concise report of findings presented.
  • Demonstrates clear and accurate understanding of scientific concepts
  • Cohesive writing consistent with academic conventions. Extensive use of relevant and credible sources for explanation of scientific concepts.

The full rubric for this assessment task can be downloaded from the Moodle site for this course.

Australian Professional Standards for Teachers (Graduate Career Stage) demonstrated:

2.1 Content and teaching strategies of the teaching area.

2.3 Curriculum, assessment and reporting.

3.6 Evaluate and improve teaching programs.

4.1 Support student participation.

5.1 Assess student learning.

5.3 Make consistent and comparable judgements.

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Evaluate examples of teaching and assessment practice in science education to identify how connections are made to students’ prior knowledge or experience to promote learning

2. Access and apply professional literature on contemporary science education to critically evaluate or justify planning and assessment practices

4. Develop diagnostic, formative and summative assessment tools that identify students’ understanding of scientific phenomena

5. Select teaching and learning and assessment strategies that engage students in active learning, promote higher order thinking and scaffold students’ understanding of core concepts in science

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

5. Self-management

6. Ethical and Professional Responsibility




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