Handbook : Unit informationEdith Cowan University

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 Education

• Unit Code

  SCE2101

• Year

  2017

• Enrolment Period

  1

• Version

  3

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

• Unit Coordinator

  Mrs Christina Maria NORRIS

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Description

The purpose of this unit is to familiarise students with the science learning area of the Australian Curriculum and curriculum materials available for 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 classroom 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 secondary science classes.

Equivalent Rule

Unit was previously coded SCE2141, SCE4181

Learning Outcomes

On completion of this unit students should be able to:

1. 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.
2. 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.
3. Critically evaluate and successfully implement a variety of teaching strategies used to initiate active learning in science classrooms in the secondary school.
4. Articulate and apply the appropriate safety procedures and ethics requirements when constructing science activities, so as to maintain a safe science classroom environment.
5. 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 secondary science.

Unit Content

1. 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.
2. 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.
3. Planning for safety in science classes and developing management strategies for the potential dangers associated with chemicals and equipment normally used in school science.
4. Procedures in the development of specific learning outcomes from general statements of aims.
5. The processes involved in science concept development and the influence of misconceptions on the development of conventional scientific conceptual frameworks in school students.
6. 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.

Core Reading(s)

• (2012). The art of teaching science: For middle and secondary school. . (2nd ed.). Sydney, Australia: Allen & Unwin.

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