EDCU13017 - Chemical and Physical Sciences
Term 2 - 2017


All details in this unit profile for EDCU13017 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

In Chemical and Physical Sciences, students apply theoretical concepts and current research related to teaching and learning in Science to engage in authentic evaluation and pedagogical design practices. Chemical and Physical Sciences examines both theoretical perspectives and the content and pedagogy required to teach Science in Primary and Early Childhood classrooms. Students develop understanding of the content and structure of these two strands in the Australian Curriculum and build on the knowledge and skills they developed in the Biological and Earth and Space Science unit to further examine views around best practice in Science pedagogy linked to current research. Chemical and Physical Sciences includes an emphasis on assessment practices in Science which can be applied to other strands of this learning area. Planning to teach and assess students’ understanding of Science is addressed with an emphasis on how best to engage students in this learning area and scaffold understanding to enhance the ability to provide scientific explanations for phenomena.

Details

Career Level Undergraduate
Unit Level Level 3
Credit Points 6
Student Contribution Band [not found]
Fraction of Full-Time Student Load 0.125

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 2 - 2017
  • Bundaberg
  • Distance
  • Mackay
  • Noosa
  • Rockhampton

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 Undergraduate 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. Practical Assessment 50%
2. Practical and 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
Liked how previous assessment examples were given. Student evaluations. Continue to provide sampels of previous assessment items.
Second assessment task needs to have a wider variety of sources for students to use. Self reflection and student feedback. Provide a wider variety of samples of units of work in addition to Primary Connections.
On successful completion of this unit, you will be able to:
  1. Evaluate examples of teaching and assessment practice in Science 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.
  4. Develop diagnostic , formative and summative assessment tools that identify students’ understanding of scientific phenomena.
  5. Select assessment strategies that engage students in active learning, promote higher order thinking and scaffold students’ understanding of core concepts in the areas of Chemical and Physical sciences.

Successful completion of the unit Chemical and Physical Sciences provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.1, 1.2, 2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 3.6, 4.1, 5.1, 5.4 and 5.5. Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage and as the focus for identifying professional learning needs. Some aspects of the tasks may also demonstrate the ICT elaborations of these standards.

Alignment of Assessment Tasks to Learning Outcomes

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

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Communication        
2. Problem Solving    
3. Critical Thinking  
4. Information Literacy      
5. Team Work          
6. Information Technology Competence        
7. Cross Cultural Competence        
8. Ethical practice          

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Practical Assessment      
2 - Practical and Written Assessment        

Prescribed Textbooks

Connecting with science education
Author/s: Robyn Gregson (ed) Year: 2012
Edition: 1st Publisher: Oxford University Press
City: Melbourne State: VIC
Country: Australia
Teaching primary science: promoting enjoyment and developing understanding
Author/s: Peter Loxley, Lyn Dawes, Linda Nicholls, Babs Dore Year: 2014
Edition: 2nd Publisher: Routledge (Taylor & Francis Group)
City: New York State: NY
Country: USA
View textbooks at the CQUniversity Bookshop
Note:

Note that both texts were used for EDCU12040 Biological and Earth and Space Sciences in Term 1.

IT Resources

You will need access to the following IT resources:
  • Internet
  • CQUniversity Student Email
  • Unit Website (Moodle)
  • Chemical Maze - Downloadable Phone Application - retails $11.00
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here), OR Harvard (author-date) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorColin Baskin (c.baskin@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 10-07-2017

Pedagogical Frameworks in Science

Gregson Chap 1, 2, 3; Loxley Chap 1, 2, 3

Week 2 17-07-2017

Scientific Investigation processes

Gregson Chap 4, 7; Loxley Chap 4, 6

Week 3 24-07-2017

Chemical Science Strand overview

ACARA

Week 4 31-07-2017

Physical Sciences Strand overview

ACARA

Week 5 07-08-2017

Assessment in Science

Gregson Chap 8; Loxley Chap 7

Submission Assessment Task 1 - Science Misconceptions (2,500 words).

Due Friday 11th August

Scientific Concepts Misconceptions Due Wednesday (09 Aug 17) 11:45 AM AEST
Vacation Week 14-08-2017
Week 6 21-08-2017

Chemical Sciences content

Loxley Chap 16, 17

Week 7 28-08-2017

Chemical Sciences assessment

Loxley Chap 16, 17

Week 8 04-09-2017

Physical Sciences content

Loxley Chap 18 - 21

Week 9 11-09-2017

Physical Sciences assessment

Loxley Chap 18 - 21

Week 10 18-09-2017

Engagement Strategies

Gregson Chap 5, 6; Loxley Chap 8

Week 11 25-09-2017

Science Resources

Assessment Task 2: Evaluation of 2 Science Units (3,500 words)

Weighting 50%

Due Date: Friday 29th September

Evaluation of Two Science Units Due Wednesday (27 Sep 17) 11:45 AM AEST
Week 12 02-10-2017

Course Plenary: Chemicals in You and I

Loxley et al: Chapter 15

Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Practical Assessment

Assessment Title Scientific Concepts 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 either Chemical Sciences strand or Physical Sciences strand 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 (09-Aug-2017) 11:45 AM 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.

Detailed 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 unit.

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.
Referencing Style American Psychological Association (APA) or Harvard (author-date)
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 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.

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

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

7. Cross Cultural Competence



2 Practical and Written Assessment

Assessment Title Evaluation of Two Science Units
Task Description

Examine two consecutive 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 unit. This unit has examined 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 11 Wednesday (27-Sep-2017) 11:45 AM 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 unit.

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.

5.5 Report on student achievement.

Referencing Style American Psychological Association (APA) or Harvard (author-date)
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 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 assessment strategies that engage students in active learning, promote higher order thinking and scaffold students’ understanding of core concepts in the areas of Chemical and Physical sciences.

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

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy




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