| Effective Term: | 2025/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Science Education |
| Unit ID: | EDCEL2012 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDBED2012 and EEZED3721) |
| ASCED: | 070101 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to develop an understanding of the nature of science and technology and their relationship with society through an activity-based approach. Key scientific concepts will be explored. Design thinking and technologies to generate and produce solutions will be examined. Discussion and analysis of the teaching and learning activities will enable students to personally evaluate different approaches to teaching science and technology to cater for a range of learners in the classroom. The development of an enthusiasm for science and technology and the teaching of these is a major focus of this unit. This unit is part of the Bachelor of Education (EC & Primary) course. A 15 day Primary School professional experience for students enrolled in the Bachelor of Education (Early Childhood and Primary) is attached to this unit. During the placement, students will continue to develop skills and knowledge aligned with the Australian Professional Standards for Teachers (APST) through authentic, practical experiences under the guidance of qualified mentors. Throughout the placement, PSTs are required to complete designated professional learning activities in collaboration with their assigned mentors. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee). |
| Placement Component: | Yes - 15 days |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Understand the nature of science, science learning and key scientific concepts. |
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| K2. | Engage with a range of concepts related to technology and design thinking to produce solutions |
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| K3. | Understand the relationship that exists between scientific knowledge, technological development, and social issues. |
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| K4. | Explore the roles of teachers and learners in a science and technology classroom. |
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| K5. | Inquire into their own and others’ teaching to connect theoretical learning with the practice of teaching. |
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| Skills: |
| S1. | Apply strategies to ensure safety issues associated with the teaching and learning of science and technology are embedded in lesson design. |
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| S2. | Utilise a range of approaches to teaching science and technology and link these with current learning theories. |
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| S3. | Incorporate a range of resources, including ICTs, that engage students in their learning in the science and technology classroom. |
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| S4. | Design effective teaching strategies for the science and technology curriculum to engage students and enhance their learning. |
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| S5. | Reflect on, document and demonstrate appropriate professional standards in an authentic placement setting |
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| Application of knowledge and skills: |
| A1. | Develop skills to communicate key scientific and design technology ideas. |
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| A2. | Apply knowledge of effective student learning and teaching strategies to organise content into an effective science and technology teaching sequence and to incorporate a range of resources. |
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| A3. | Implement curriculum, assessment and reporting knowledge to design learning sequences and lesson plans in science education. |
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| A4. | Work collaboratively with staff and student colleagues in developing effective teaching skills in the area of science and technology education. |
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| A5. | Successfully complete 15 days placement as demonstrated through documenting personal learning tasks relevant to the placement setting. |
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| Unit Content: |
Topics will include
• Resources, content and teaching strategies to deliver effective and engaging science and technology curriculum.
• Research into how students learn and the implications for teaching science and technology.
• Current curriculum with a strong focus on the development of lessons and practical activities that establish challenging learning goals through effective planning, structuring and sequencing of lessons/learning programs that use a wide range of teaching strategies.
• Methods and skills that are crucial to scientific inquiry, designing and making products.
• Conceptual ideas and processes about embedding science and technology, into classroom learning, understanding science as a human endeavour and the differences in learning progressions in science and technology.
• Science in everyday life and strategies in using these links in curriculum development.
• Exploration of a range of resources, including ICTs, that engage students in their learning in the science and technology classroom
• Embedding literacy and numeracy strategies and ICTs to enhance teaching and learning in the science and technology curriculum.
• This unit contains a professional experience placement in which some learning and assessment takes place in that setting. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | N/A - Not Applicable | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | N/A - Not Applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S2, S3, A1 | Reflective writing, weekly questions and reviews of weekly classroom activities and lectures. | Portfolio | 40% - 60% | | 2. | K1, K2, K3, K4, S1, S2, S4, A1, A2, A3, A4 | Develop sequential lesson plans, learning activities, resources including ICT and assessment incorporating links between science and technology and at least one other Learning Area. Prepare, present and reflect on a science and technology practical activity from one of the lessons in the sequence above. | Sequential lesson plans & Peer presentation | 40% - 60% | | 3. | K5, S5, A5 | Completion and submission of the following Placement Assessment Reports: Assessment report aligned to Australian Professional Standards for Teachers (APST) (Form A), completed in collaboration with School/Agency Mentor. Professional Learning Log (Form B), completed in consultation with School/Agency mentor to establish learning goals for current and future professional experience. Self-reflection exercise completed midway through professional experience (Form C). | Hurdle | S/U | | 4. | K5, S5, A5 | Successful completion of 15 days placement. | Hurdle | S/U |
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