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  2. Secondary Science Education 2 [SCE2102]

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 Education 2

  • Unit Code

    SCE2102

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit continues to develop the specialist teaching skills of the secondary science teacher. In particular, the student will identify, evaluate and rehearse various teaching strategies for different classroom settings. The unit focuses on teaching the science curriculum in years 7-12.

Prerequisite Rule

Students must pass 1 unit from SCE2101

Equivalent Rule

Unit was previously coded SCE2241

Learning Outcomes

On completion of this unit students should be able to:

  1. Creatively plan and implement approaches to the presentation of science curriculum materials with particular reference to those that cater for multi-level classes.
  2. Describe the structure of upper school biological or physical science courses.
  3. Discuss the use of information communication technology (ICT) in the delivery of effective science programs.
  4. Evaluate a range of assessment techniques relevant to the teaching of science.
  5. Identify and analyse a variety of teaching strategies appropriate to the teaching of outcome-based science.

Unit Content

  1. Assessment techniques in science subjects; diagnostic, formative and summative assessment; ensuring validity and reliability of test instruments; conducting practical tests; monitoring student progress using the Progress Maps.
  2. Development of a range of teaching strategies: for example, practical work, demonstrations, expositions, audio-visual, small group and whole class discussions.
  3. Organisation of the upper secondary curriculum, with particular reference to science courses and the requirements for secondary graduation and tertiary entrance.
  4. Planning teaching programs in secondary science: with particular reference to catering for multi-level classes - small group teaching techniques, self paced programmes, individualised instruction, learning styles.
  5. Resources to support the teaching of science: eg. Information communication technology, the school laboratory (technician), excursions (e.g. Perth Zoo), video, school library, and
  6. The relationships between outcomes and teaching procedures: making appropriate choice of techniques for given outcomes.

Additional Learning Experience Information

Workshop style teaching and learning processes where lectures will interweave with group discussions,co-operative group work,practical activities and peer teaching.

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
TypeDescriptionValue
AssignmentProgramming assignment60%
PortfolioReflective teaching and learning portfolio *40%

* Assessment item identified for English language proficiency

Text References

  • ^ Venville, G., & Dawson, V. (Eds.). (2012). The art of teaching science. 2nd Ed. 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.

SCE2102|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 Education 2

  • Unit Code

    SCE2102

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit continues to develop the specialist teaching skills of the secondary science teacher. In particular, the student will identify, evaluate and rehearse various teaching strategies for different classroom settings. The unit focuses on teaching the science curriculum in years 7-12.

Prerequisite Rule

Students must pass 1 unit from SCE2101

Equivalent Rule

Unit was previously coded SCE2241

Learning Outcomes

On completion of this unit students should be able to:

  1. Creatively plan and implement approaches to the presentation of science curriculum materials with particular reference to those that cater for multi-level classes.
  2. Describe the structure of upper school biological or physical science courses.
  3. Discuss the use of information communication technology (ICT) in the delivery of effective science programs.
  4. Evaluate a range of assessment techniques relevant to the teaching of science.
  5. Identify and analyse a variety of teaching strategies appropriate to the teaching of outcome-based science.

Unit Content

  1. Assessment techniques in science subjects; diagnostic, formative and summative assessment; ensuring validity and reliability of test instruments; conducting practical tests; monitoring student progress using the Progress Maps.
  2. Development of a range of teaching strategies: for example, practical work, demonstrations, expositions, audio-visual, small group and whole class discussions.
  3. Organisation of the upper secondary curriculum, with particular reference to science courses and the requirements for secondary graduation and tertiary entrance.
  4. Planning teaching programs in secondary science: with particular reference to catering for multi-level classes - small group teaching techniques, self paced programmes, individualised instruction, learning styles.
  5. Resources to support the teaching of science: eg. Information communication technology, the school laboratory (technician), excursions (e.g. Perth Zoo), video, school library, and
  6. The relationships between outcomes and teaching procedures: making appropriate choice of techniques for given outcomes.

Additional Learning Experience Information

Workshop style teaching and learning processes where lectures will interweave with group discussions,co-operative group work,practical activities and peer teaching.

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
TypeDescriptionValue
AssignmentProgramming assignment60%
ProjectDesigning a digital science education resource *40%

* Assessment item identified for English language proficiency

Text References

  • ^ Venville, G., & Dawson, V. (Eds.). (2012). The art of teaching science. 2nd Ed. 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.

SCE2102|2|2