EDF5137 · Science in secondary years A

Overview

This unit introduces you to the major ideas useful in contemporary science teaching and focuses on pedagogy and content with an emphasis on the interrelationships between them through reflection, laying a strong foundation for career-long professional learning. You will develop your subject matter knowledge and skills from critically engaging with national and international research literature relevant to science teaching in secondary schools and refine your knowledge, understanding and attitudes through reflecting on your past and current experiences. The unit draws on concepts from constructivist theories of learning, pedagogical content knowledge and critical reflection enabling you to apply evidence-based teaching approaches that successfully facilitate student learning. You will be assisted to trial and critique a wide variety of purposeful and effective teaching strategies including the implementation of innovative technologies and techniques considered essential for establishing a productive, respectful and sustainable secondary classroom. The unit emphasises a view of learning about teaching as an ongoing, collaborative process that is developed through engaging with theory, research and critical reflection on experience.

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. demonstrate a sound understanding of key theoretical, conceptual ideas and pedagogical perspectives and issues in the teaching of science and translate these into classroom learning activities for students
2. demonstrate an understanding of a constructivist perspective on learning and its implications and a variety of assessment techniques available for use in science education classrooms
3. demonstrate an awareness of the ways in which science education research helps inform teacher practice to enhance student understanding of science concepts across a range of disciplines
4. apply the principles of curriculum design and inclusive teaching practices for the teaching of science that accounts for the diverse experiences and social and cultural backgrounds of your students
5. reflect critically on the development of your own teaching and learning to teach science.

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.