EDF5857 · Primary science education

Overview

This unit explores science within four broad frames: science as a way of thinking and acting; what the learner brings to science learning; teaching as the transformation of knowing science; and the engagement of learners and communicating science. The unit focuses on how teachers can plan to enhance science learning and adopts a constructivist perspective by exploring strategies that include the use of prior knowledge, questioning and inquiry learning, and effective strategies for assessment and feedback. An emphasis is placed upon hands-on approaches, scientific investigations and student-owned/student-centred investigations. The relationship between science and other areas of the curriculum is also a focus along with the nature of science as a discipline. You will build understanding of science learning and teaching through collaborative participation in a range of contexts and focused planning and reflection.

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 knowledge and understanding of research into how students learn science and the implications for science teaching
2. plan, structure and sequence science learning programs
3. select and use resources to support science teaching and learning
4. use conceptual, curriculum, assessment and reporting knowledge to organize content into effective science learning and teaching sequences
5. draw from a range of teaching strategies to support science learning.

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.