| Effective Term: | 2024/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Science Content and Pedagogy 2 |
| Unit ID: | EDMST6122 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDMST6020) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070301 |
| Other Change: | |
| Brief description of the Unit |
This is the second in a series of two units to help out-of-field non-specialist science teachers to develop knowledge and skills of the science curriculum to teach science in years 5-10. In this unit, students expand their knowledge of scientific disciplines to include chemical sciences and physical sciences. They consider how scientific discovery is happening at the margins of scientific disciplines in society and consider the educational possibilities that interdisciplinary science holds. Students examine how a concept-driven approach to science curriculum can facilitate middle-year students working with scientific knowledge in a developmentally appropriate manner. They develop assessment tasks that drive agentic science teaching and constructivist thinking within year 5-10 science. Students explore how learning science can be supported through experiences in and outside of the classroom. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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. | Explore the interdisciplinary nature of science and consider how scientific discovery is often at the intersections of scientific disciplines. |
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| K2. | Examine the use of a concept-based approch to curriculum for teaching science in years 5-10. |
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| K3. | Consider how constructivist theories and other research inform middle-years science assessment tasks. |
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| K4. | Explore scientific understandings from the physical and chemical sciences curriculum. |
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| K5. | Evaluate different types of assessment tasks suitable for middle years science learners. |
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| K6. | Explore the roles of experiential and outdoor learning to teach middle years science. |
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| K7. | Explore ethical and safe practices to teach physical and chemical sciences. |
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| Skills: |
| S1. | Plan for interdisciplinary science teaching and learning through experiences for middle years learners. |
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| S2. | Analyse and apply concept-based curriculum, and experiential and outdoor learning theories. |
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| S3. | Evaluate and deploy constructivist learning theories for assessment. |
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| S4. | Demonstrate scientific ways of knowing that align with the physical and chemical sciences curriculum. |
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| S5. | Create safe and ethical learning opportunities for middle years science learners. |
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| S6. | Deploy outdoor and experiential learning theories to teach middle years science. |
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| Application of knowledge and skills: |
| A1. | Develop and evaluate assessment tasks that draw on contemporary learning theories and align to the year 5-10 science curriculum. |
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| A2. | Propose and justify interdisciplinary learning experiences for year 5-10 science students. |
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| Unit Content: |
Topics may include:
1. Examining the interdisciplinary nature of science, including current scientific discoveries.
2. Constructivist learning theories and their influence on assessment practices.
3. Assessing using a concept-based approach.
4. Chemical and physical sciences curriculum.
5. Safe and ethical teaching of chemical and physical sciences.
6. Outdoor and experiential ways of teaching science in years 5-10. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, K3, K4, K5, K7, S2, S3, S4, S5, A1. | Development and evaluation of a series of assessment tasks and a developmental rubric that can be used within the science classroom. Assessment tasks are to align with the chemical or physical sciences curriculum. Assessment tools are to be accompanied by a written evaluation report. | Development of assessment tasks and a written evaluation | 50-70% | | 2. | K1, K6, S1, S5, S6, A2. | Development of a proposal for a interdicplinary science experience for middle-year science learners that aligns with the curriculum and relevant theories, including the documentation for the proposed experience. | Proposal and planning documentation | 30-50% |
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