Faculty of Education and Arts
School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Secondary Science EducationUnit Code
SCE2101Year
2015Enrolment Period
1Version
2Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
The purpose of this unit is to familiarise students with the science learning area of the Australian Curriculum and curriculum materials available for lower secondary science. The unit introduces students to the principles of the constructivist approach to science instruction, creating lesson plans to develop acceptable scientific conceptual frameworks and effective management strategies. The unit is designed to allow students to explore the nature of scientific inquiry and develop their understanding of the process of science as well as strengthen their skills in handling laboratory equipment likely to be used in lower secondary science classes.
Equivalent Rule
Unit was previously coded SCE2141, SCE4181
Learning Outcomes
On completion of this unit students should be able to:
- Articulate and apply the appropriate safety procedures and ethics requirements when constructing science activities, so as to maintain a safe science classroom environment.
- Critically evaluate and successfully implement a variety of teaching strategies used to initiate active learning in science classrooms in the lower secondary school.
- Demonstrate skill in using a variety of commonly available science equipment that are used in lower secondary science classes.
- Discuss the nature of scientific inquiry and distinguish it from non-scientific conceptual frameworks by demonstrating a range of science process skills, especially as they apply to the learning of lower secondary science.
- Plan lesson procedures that that develop scientifically acceptable conceptual frameworks in children with a range of alternative conceptions and that also cater for individual differences in student's learning style.
- Understand the structure, rationale and scope and sequence of the science learning area as expressed in the Australian Curriculum by applying these requirements to the construction of lesson plans.
Unit Content
- An examination of the rationale, structure and scope and sequence of science as expressed in the Australian Curriculum.The Australian Curriculum: Science has three interrelated strands: Science Understanding, Science as a Human Endeavour and Science Inquiry skills. These three strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world.
- Investigation of the teaching role and skills needed to successfully implement a variety of procedures in science classes including the organisation of laboratory classes, discussions, demonstrations, group work and formal presentations.
- Planning for safety in science classes and developing management strategies for the potential dangers associated with chemicals and equipment normally used in school science.
- Procedures in the development of specific learning outcomes from general statements of aims.
- The processes involved in science concept development and the influence of misconceptions on the development of conventional scientific conceptual frameworks in school students.
- The social and academic task structures of science classrooms and their influence on management style and student on-task behaviour. The methods of student motivation and classroom management available to the science teacher.
Additional Learning Experience Information
Workshop style teaching and learning processes where lectures will interweave with group discussions, co-operative group work, practical activities, peer teaching and directed readings.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Presentation | Science demonstration and lesson plan | 50% |
| Assignment | Science concepts | 50% |
Text References
- ^ Venville, G., & Dawson, V. (Eds.). (2004). The art of teaching science. Sydney, Australia: Allen and Unwin.
Journal References
- Science Education
- Journal of Research in Science Teaching
- International Journal of Science Education
- Teaching Science
Website References
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
SCE2101|2|1
Faculty of Education and Arts
School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Secondary Science EducationUnit Code
SCE2101Year
2015Enrolment Period
2Version
2Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
The purpose of this unit is to familiarise students with the science learning area of the Australian Curriculum and curriculum materials available for lower secondary science. The unit introduces students to the principles of the constructivist approach to science instruction, creating lesson plans to develop acceptable scientific conceptual frameworks and effective management strategies. The unit is designed to allow students to explore the nature of scientific inquiry and develop their understanding of the process of science as well as strengthen their skills in handling laboratory equipment likely to be used in lower secondary science classes.
Equivalent Rule
Unit was previously coded SCE2141, SCE4181
Learning Outcomes
On completion of this unit students should be able to:
- Articulate and apply the appropriate safety procedures and ethics requirements when constructing science activities, so as to maintain a safe science classroom environment.
- Critically evaluate and successfully implement a variety of teaching strategies used to initiate active learning in science classrooms in the lower secondary school.
- Demonstrate skill in using a variety of commonly available science equipment that are used in lower secondary science classes.
- Discuss the nature of scientific inquiry and distinguish it from non-scientific conceptual frameworks by demonstrating a range of science process skills, especially as they apply to the learning of lower secondary science.
- Plan lesson procedures that that develop scientifically acceptable conceptual frameworks in children with a range of alternative conceptions and that also cater for individual differences in student's learning style.
- Understand the structure, rationale and scope and sequence of the science learning area as expressed in the Australian Curriculum by applying these requirements to the construction of lesson plans.
Unit Content
- An examination of the rationale, structure and scope and sequence of science as expressed in the Australian Curriculum.The Australian Curriculum: Science has three interrelated strands: Science Understanding, Science as a Human Endeavour and Science Inquiry skills. These three strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world.
- Investigation of the teaching role and skills needed to successfully implement a variety of procedures in science classes including the organisation of laboratory classes, discussions, demonstrations, group work and formal presentations.
- Planning for safety in science classes and developing management strategies for the potential dangers associated with chemicals and equipment normally used in school science.
- Procedures in the development of specific learning outcomes from general statements of aims.
- The processes involved in science concept development and the influence of misconceptions on the development of conventional scientific conceptual frameworks in school students.
- The social and academic task structures of science classrooms and their influence on management style and student on-task behaviour. The methods of student motivation and classroom management available to the science teacher.
Additional Learning Experience Information
Workshop style teaching and learning processes where lectures will interweave with group discussions, co-operative group work, practical activities, peer teaching and directed readings.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Presentation | Science demonstration and lesson plan | 50% |
| Assignment | Science concepts | 50% |
Text References
- ^ Venville, G., & Dawson, V. (Eds.). (2004). The art of teaching science. Sydney, Australia: Allen and Unwin.
Journal References
- Science Education
- Journal of Research in Science Teaching
- International Journal of Science Education
- Teaching Science
Website References
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
SCE2101|2|2
