6 points, SCA Band 1, 0.125 EFTSL
Postgraduate - Unit
Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.
- Second semester 2019 (On-campus)
Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach
This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5137).
This unit builds on(General science education in the secondary years A) to broaden students' thinking about learning and teaching science by introducing them to ways of engaging learners in real-world science building a strong foundation for career-long professional learning. It provides students with the opportunity to develop their planning and teaching skills and emphasises the importance of reflection and continual development of teaching practice. This unit draws on concepts from constructivist theories of learning, pedagogical content knowledge and critical reflection, enabling pre-service teachers to apply evidence-based teaching approaches that successfully facilitate student learning. Students build understanding that learning and teaching science is more about creating a scientifically literate community than it is about content and correct answers. Pre-service teachers are assisted to trial and critique a wide variety of purposeful and effective teaching strategies including the implementation of information and communication technology (ICT) skills and techniques considered essential for establishing a productive, diverse 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.
Upon successful completion of this unit students should be able to:
- explore ways of facilitating students in their explorations of their own questions and investigations
- develop competence in planning and implementing lessons and units of work
- become sensitised to the real world of the learners in their classrooms and develop an appreciation for providing learning experiences that are meaningful to students
- develop a personal approach to teaching science, through the exploration and experience of a variety of learning and teaching strategies
- 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
- critically understand the principles of curriculum design as these relate to the content of current general science curricula
- demonstrate inclusive practices in the teaching of science that account for the diverse experiences and social and cultural backgrounds of their students
- use and creatively integrate information and communication technologies to enhance student engagement and conceptual understanding.
Research report (2000 words, 50%)
Reflective task and classroom presentation (2000 words, 50%)
Minimum total expected workload equals 144 hours per semester comprising:
- Contact hours for on-campus students:
- 3 contact hours per week
- Additional requirements:
- independent study to make up the remaining hours per week
See also Unit timetable information