EDF5840 · Science and technology

Overview

This unit introduces you to advanced theoretical and pedagogical approaches associated with the teaching of science and technologies to children in early childhood settings. You will critically analyse, evaluate and transform information from a range of curricula, including the Australian Early Years Learning Framework. Specifically, you will recognise that knowledges are culturally constructed by researching a range of world views about science and technology, including Aboriginal and Torres Strait Islander scientific knowledges relevant to early childhood education and care. Important conceptual scientific ideas and different pedagogical approaches, for example a blend of age appropriate pedagogies such as play-based and intentional scientific inquiry processes to the teaching of science and technology, are critiqued. The preparation and teaching of science and technology programs is undertaken in the context of studying teaching strategies for 21st century learners that are developmentally age appropriate across cultural and curricula contexts, for different science and technology concepts in early childhood settings, homes and communities. You will engage in hands-on learning tasks aimed at developing your skills and confidence towards teaching science and technology as a continuum in children’s development and learning as they progress through early childhood.

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 and communicate the importance of science and technology education in Early Childhood Education and the implications for your professional practice
2. appreciate science and technologies as a way of thinking and acting that generates knowledge and which represents cultures and societies
3. demonstrates knowledge and understanding of planning and assessing for conceptual understanding of scientific concepts
4. develop advanced theoretical and age appropriate pedagogical understandings and pedagogies to support children in their learning of scientific concepts in everyday contexts
5. develop high-level observational and analytical skills in discerning and extending children's learning of science and technologies in everyday learning environments
6. understand a range of learning approaches applied as pedagogy to foster children’s scientific and technological skills and knowledge development.

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.