EDF5045 · Science, technology, engineering and mathematics in early childhood educational contexts

Overview

In this unit, you will critically analyse, evaluate and transform your understandings of how Science, Technology, Engineering and Mathematical (STEM) concepts develop as young children experience meaningful opportunities to develop their STEM thinking in a range of settings (home, childcare and community). You will apply key STEM concepts and pedagogical strategies for enhancing children’s learning through play, creative inquiry, problem solving and consider the application of Aboriginal and Torre Strait Islander approaches to STEM early childhood education from birth to five. By engaging with current research, policy debates, and practice in early childhood STEM, you will select and apply methods for planning rich educational experiences. You will investigate tools, technologies, and processes for monitoring children’s learning and development in inclusive ways, and will reflect on your own experiences and perspectives as a STEM leader by generating deep awareness of how your beliefs about STEM influence your practice. In this unit, research and practice are brought together, and you will demonstrate autonomy and adaptability to critically develop expertise to lead the integration of STEM education suited to your local contexts and early childhood settings.

Offerings

The Handbook publishes no offerings for this unit.

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. demonstrate advanced knowledge of scientific, technological, engineering and mathematical (STEM) approaches
2. critically evaluate cultural and diverse world views about STEM education with a focus on sustainability and emerging technologies
3. apply knowledge and skills of contemporary research regarding the transdisciplinary nature of embedding STEM education into early childhood contexts
4. critically analyse STEM practices to lead, adapt, respond and support children’s learning of STEM
5. demonstrate through critical reflection the capacity to evaluate tools, technologies, and processes for monitoring children's learning within STEM education
6. interpret and communicate STEM learning and leadership knowledge in response to current policy debates and challenges.

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: • 12 hours of scheduled learning delivered online via synchronous directed learning activities; • 12 hours of scheduled learning delivered online via 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.