EDF5128 · Science: Chemistry in secondary years B

Overview

This unit builds on EDF5127 Science: Chemistry in secondary years A in preparing you to teach chemistry in secondary schools both as a specialist unit in senior years (Years 11 and 12) and within the junior science curriculum (Years 7 to 10) in real and relevant ways for your students and society, now and into the future. You will continue to build an understanding of the importance of developing and applying an effective pedagogy for teaching chemistry through the use of critical reflection. You will build on your ability to understand the application of evidence-based teaching approaches that better facilitate student learning with different learning needs, experiences and from diverse backgrounds. You will trial and critique a wide variety of effective teaching strategies, including the use of innovative technologies, essential for establishing a productive, respectful, safe and engaging secondary science classroom. The unit highlights the importance of setting personal and professional goals, engaging with relevant research and actively accessing professional learning programs that contribute to the ongoing improvement of your professional classroom practice. The principles of and methods for assessing and monitoring student learning in chemistry are explored further. The relationship between science, technology and society, the cultural context for chemistry, the nature of chemistry as a discipline, the values that underpin chemistry and the relevance of chemistry to students' lives are recurrent themes explored through readings, class group work, discussion forums and assignments.

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

Learning outcomes

1. apply appropriate chemistry content for Years 7 to 12 that takes into account the intelligibility, plausibility, fruitfulness and real-world contexts of this content
2. evaluate and purposely select and apply a coherent range of teaching procedures appropriate to identify and address the learning needs and diverse experiences and different social and cultural backgrounds in ways that foster interest, motivation, participation, safety and inclusion
3. critically understand the principles of curriculum-making, the content of current curriculum policy and future directions, and the pedagogical perspectives and issues and forms of assessment in chemistry education and the implications for your classroom teaching
4. demonstrate the ways in which science education research helps inform teacher practice to enhance students' learning of chemistry. Including a critical awareness and understanding of the barriers raised by traditional science and chemistry curricula
5. reflect critically on the development of your own teaching and learning to teach chemistry.

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: • 24 hours* of scheduled learning delivered on campus via weekly/regular 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. *Subject to variation due to professional experience requirements.

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