EDCU12040 - Biological and Earth and Space Sciences
Term 1 - 2017


All details in this unit profile for EDCU12040 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

Biological and Earth and Space Sciences develops understanding of both the content and pedagogy required to teach Science in Primary and Early Childhood classrooms. Students are introduced to concepts around how children learn Science; the importance of Science education in an Australian and international context; and current views around effective pedagogical practice linked to research. The focus on pedagogy will be linked to two content areas from the Australian Curriculum: Biological sciences and Earth and Space sciences.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band 7
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 1 - 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. Presentation 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
Resources were very effective Student evaluations Maintain video resources
Both assignments are digital based and can be difficult for some students. Self reflection and student evaluations Modify assessments slightly to include written script submission with Pecha Kucha
On successful completion of this unit, you will be able to:
  1. Evaluate examples of teaching practice in science to identify how connections are made to students’ prior knowledge or experience to promote learning and inform pedagogical practice.
  2. Access/evaluate and apply professional literature on contemporary science education to develop a rationale for learning design.
  3. Analyse and incorporate content that recognises the experience of Aboriginal and Torres Strait Islander students in the science classroom.
  4. Select teaching and learning strategies that promote higher order thinking and scaffold students’ understanding of core concepts in the areas of Biological and Earth and Space sciences.
  5. Create learning resources in which learner engagement is transformed by the use of ICT for collaboration and inquiry.

This unit includes outcomes incorporating focus areas of the Australian Professional Standards for Teachers which must be demonstrated at Graduate Level for Professional Registration. Specifically, the outcomes focus on the following standards from the Professional Knowledge and Professional Practice domains:

Standard 1: Know students and how they learn;

Standard 2: Know the content and how to teach it;

Standard 3: Plan for and implement effective teaching and learning; and

Standard 4: Create and maintain safe and supportive learning environments.

Assessment develops discipline-specific knowledge from the Science learning area for demonstration of the following focus area descriptors: 1.1, 1.2, 1.4, 2.1, 2.2, 2.6, 3.3, 3.4 and 4.1. This knowledge will be built on and applied during work-integrated learning placements in educational settings throughout the course of study to support collection of evidence of meeting these standards at Graduate level.

Alignment of Assessment Tasks to Learning Outcomes

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

Prescribed Textbooks

Connecting with science education
Author/s: Gregson, Robyn (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: Loxley et. al. Year: 2014
Edition: 2nd Publisher: Routledge
City: New York State: NY
Country: America
View textbooks at the CQUniversity Bookshop
Note:

Please note that both texts will be used again for EDCU13017 Chemical and Physical Sciences in Term 2, 2017.

IT Resources

You will need access to the following IT resources:
  • Internet
  • CQUniversity Student Email
  • 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 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 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

Aboriginal and Torres Strait Islander perspectives

Resources are located on the Moodle site

Week 5 03-04-2017

Scientific Thinking

Gregson Text Chapter 7

Vacation Week 10-04-2017
Week 6 17-04-2017

Engagement Strategies

Gregson Text Chapters 5 and 6

Presentation Due Thursday (20 Apr 17) 11:45 PM AEST
Week 7 24-04-2017

Digital Approaches to Learning

Gregson Text Chapter 9

Week 8 01-05-2017

Biological Sciences

Loxley Text Chapters 12 - 15

Week 9 08-05-2017

Biological Sciences

Loxley Text Chapters 12 - 15

Week 10 15-05-2017

Earth and Space Sciences

Loxley Text Chapters 10 - 11

Week 11 22-05-2017

Earth and Space Sciences

Loxley Text Chapters 10 - 11

Week 12 29-05-2017

Unit Review

Written Assessment Due Thursday (01 Jun 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Presentation

Assessment Title Presentation
Task Description

Prepare and deliver a "Pecha Kucha 20 x 20" presentation on one of the 15 research topics provided on the course Moodle site. Topics focus on contemporary issues in Science education and research including how children learn Science, the structure of the curriculum, and so on.

You need to demonstrate your understanding of key concepts in the strands of either Biology or Earth and Space Science AND incorporate relevant research on the experience, culture and/or scientific knowledge of Aboriginal and Torres Strait Islander peoples and ways in which their ways of knowing can complement the development of Western scientific knowledge. Further detail about this assessment task can be found on the Moodle site.

Assessment Due Date Week 6 Thursday (20-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

Knowledge and understanding of the content, concept development and teaching strategies of the Science curriculum.

Demonstrated understanding of Aboriginal and Torres Strait Islander peoples ways of knowing.

Use of authoritative sources to justify and explain approaches to science teaching that promote learning and enjoyment.

Identification and explanation of issues in contemporary science education and pedagogy.

Australian Professional Standards for Teachers:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how learners learn

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

2.1 Content selection and organisation

Referencing Style American Psychological Association (APA)
Submission Online

Submit in pptx format with sound/audio enabled.

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

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

2. Access/evaluate and apply professional literature on contemporary science education to develop a rationale for learning design.

3. Analyse and incorporate content that recognises the experience of Aboriginal and Torres Strait Islander students in the science classroom.

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

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

7. Cross Cultural Competence



2 Practical and Written Assessment

Assessment Title Written Assessment
Task Description

Part A: Use professional literature to write a brief description of two different pedagogies for science teaching (500 - 800 words).

Part B: Develop TWO digital task cards that could be used to scaffold independent learning in Science. The cards should demonstrate a clear understanding of the pedagogies selected in Part A (one card for each pedagogy) and use content from the strands of Biological (for one card) and Earth and Space Sciences (for the other card). The cards should cover a range of activities and include:

  • A card suitable for use by learners in a Primary classroom (select one year level from Prep to Year 6). This card must be printable and suitable for the age group to use with some teacher support.
  • A second card for use with early childhood learners (ages 0 - 5 years) OR a year level from Year 7 to Year 9 (depending on your enrolment within the Early Childhood program or the Primary program) which scaffolds the use of an online simulation. This card must include teacher instructions for use in the classroom.

Each card should contain hyperlinks that identify the scientific understanding and skills from the curriculum that it supports and teaching ideas for use of the card in the classroom.

Assessment Due Date Week 12 Thursday (01-Jun-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

Knowledge and understanding of the use of ICTs in supporting student centred learning and engagement.

Demonstrated knowledge of the content and structure of the chosen strands of the Science curriculum.

Relevance of the resources and chosen strategies for the target group and learners' developmental stages.

Selection of teaching strategies that show understanding of approaches that support the processes of working scientifically.

Australian Professional Standards for Teachers:

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.6 Information and Communication technology (ICT)

3.3 Use teaching strategies

3.4 Select and use resources

4.1 Support student participation

Referencing Style American Psychological Association (APA)
Submission Online

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

2. Access/evaluate and apply professional literature on contemporary science education to develop a rationale for learning design.

4. Select teaching and learning strategies that promote higher order thinking and scaffold students’ understanding of core concepts in the areas of Biological and Earth and Space sciences.

5. Create learning resources in which learner engagement is transformed by the use of ICT for collaboration and inquiry.

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

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

7. Cross Cultural Competence




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