Offering Information
Please select an offering above to get offering specific information
Summary
This course supports the teaching and learning of primary science and design technologies. Pre- service teachers will advance their understanding of the integration of science and technology through the organisation and structure of the Australian Curriculum. They will develop an understanding of the content and pedagogical content knowledge required to … For more content click the Read More button below.
SynopsisScience is a dynamic, collaborative, and creative human endeavour arising from our desire to make sense of our technological and complex world. Science and Technology enables students to become creative and responsive designers to explore the unknown, investigate universal mysteries, make predictions and to solve problems. Primary children are natural scientists who ask many questions. Teaching science and design technologies effectively requires design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate designed solutions. This course aims to enhance pre-service teachers’ knowledge and understanding of science and design technologies and ways to teach it to children in Years 3 - 6. As such, this course deals with the formation and challenging of naïve theories about scientific concepts that children develop at these ages. Constructivism theory underpins modern teaching, so this is modelled by the course adopting a constructivist approach for science and design technologies. The course also makes use of other evidence-based strategies by using curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Requisites
Course Anti-requisite
Offerings
Trimester 2
OL-ONL-TR2
ON-SPRNG-TR2
ON-TWMBA-TR2
Learning Outcomes
Upon completion of this course, graduates will be able to:
1.
use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans that are appropriate for science and design technologies that includes a range of verbal and non-verbal communication strategies to support student engagement with resources including ICT (APST 2.3, 3.5, 3.4);
- Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
- Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
- Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
2.
demonstrate a broad range of strategies that involve parents/ carers in the educative process that are relevant to Years 3 - 6 for evaluating teaching and improving student learning science and design technologies (APST 3.7, 3.6);
- Describe a broad range of strategies for involving parents/carers in the educative process.
- Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.
organise content effectively with an awareness of misconceptions common to learners in Years 3 - 6 and how these misconceptions could be avoided or challenged through understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. (APST 2.2, 5.3);
- Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
- Organise content into an effective learning and teaching sequence.
4.
demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement in science and design technologies (APST 3.6, 5.5).
- Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
- Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Topics
1. Nature of science education in Years 3 – 62. Nature of design technologies education in Years 3 – 63. Pedagogical approaches and strategies for teaching and assessing science4. Science learning experiences that challenge misconceptions5. Pedagogical approaches and strategies for teaching and assessing design technologies6. Plan and assess science with … For more content click the Read More button below.
Assessments
Assessment due dates (as listed in Week Due) are indicative until finalised by the end of Week 1 for each Study Period (Offering). After Week 1, Assessment due dates may change with the approval of the Dean (Academic) or Delegate in limited circumstances. All Assessment due date changes approved after Week 1 will be communicated to students accordingly via Handbook and StudyDesk.