EDF5321 · Pedagogies for deep learning in senior mathematics and physics

Overview

In this unit, you will investigate pedagogical approaches that promote deep conceptual learning in senior secondary mathematics and physics. You will explore problem-based learning (PBL), inquiry models, modelling pedagogies, and other evidence-based strategies shown to strengthen students’ reasoning, problem-solving, and capacity to work with abstract and applied ideas. Using authentic, complex problems drawn from mathematics, physics and interdisciplinary STEM contexts, you will examine how deep learning can be supported through purposeful task design, scaffolding, dialogue, and opportunities for students to engage in exploratory and collaborative thinking. A significant focus of the unit is understanding how pedagogical decisions influence students’ engagement and participation, including the ways that gender, identity, and classroom norms shape students’ willingness to persist with challenging mathematical and physical problems. You will analyse research on motivation, mindset, belonging and stereotype threat, and consider how such insights can inform equitable and inclusive PBL environments. By the end of the unit, you will be able to design rich learning experiences that cultivate conceptual insight, creativity, persistence, and agency in senior mathematics and physics learners.

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. analyse and evaluate pedagogical theories and approaches that support deep learning in senior mathematics and physics
2. design problem-based learning experiences that foster conceptual understanding, reasoning, and inquiry in mathematics and physics
3. apply gender-responsive and inclusive pedagogical strategies that promote equitable participation in problem-solving and deep learning activities
4. critically examine research literature to inform pedagogical choices and evaluate the impact of pedagogies on student learning
5. reflect on and justify pedagogical decisions using evidence-based reasoning and insights from professional and research contexts.

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 on campus via weekly/regular directed learning activities, 12 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study OR • 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode. 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.