EDF3035 · Investigating our world: Science, technology, environment and mathematics

Overview

This unit focuses on how young children develop understandings in science, technology, environment and mathematics (STEM) in a variety of cultural contexts. You will research everyday environments at home and in the community to determine science and technology affordances and apply well-developed judgements for turning everyday concepts into scientific concepts. The teaching of these areas is examined from a range of theoretical perspectives and in relation to relevant regional/national curricula. Attention is paid to learning across the institutional contexts of home, early childhood setting and classrooms and you are expected to research and conceptualise both pedagogies and programs in ways that promote and meaningfully engage young children's learning of science, technology and environment.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. develop advanced theoretical knowledge and understanding of how young children learn STEM concepts in everyday contexts
2. generate and analyse data associated with researching teaching and learning in STEM
3. critique a range of pedagogical approaches that support children's learning in science, technology and the environment
4. recognise that knowledges are culturally constructed and that a range of world views about STEM should be supported in programs in the birth to eight years period
5. develop high-level observational and analytical skills in discerning children's learning of STEM in everyday learning environments.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: Kaplan enrolment • 18 hours of scheduled learning delivered synchronously on campus and/or online via regular directed learning activities; • 6 hours of scheduled learning delivered online via synchronous and/or asynchronous directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.