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
Early Childhood Science and Technology EducationUnit Code
SCE2240Year
2016Enrolment Period
1Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Online
Description
This unit provides opportunities for students to examine the nature, development and application of science and technology in daily life for children aged 0-8 years. Students will develop their own scientific literacy knowledge while examining the theories, pedagogies and models associated with science teaching and learning. Using current curriculum documents students will also design learning experiences for young children, including appropriate assessment strategies. A particular focus of this unit is on supporting children's explorations and participation in their immediate environments to develop positive attitudes towards learning about the world of science and technology.
Equivalent Rule
Unit was previously coded SCE2011
Learning Outcomes
On completion of this unit students should be able to:
- Apply the theory and practice of inquiry-based teaching to planning integrated Science experiences and Technology & Enterprise experiences in early childhood settings, birth-8 years.
- Demonstrate the skills and processes of investigating scientifically and the technology design process.
- Describe the nature and purpose of the learning areas in the early childhood phase of schooling (K-3).
- Explain how young childrens explorations in science experiences and technology experiences support the achievement of outcomes of the Early Years Learning Framework for children.
- Explain the integration of the cross-curriculum dimensions of the Australian Curriculum within the Science learning area for early childhood (K-3).
- Explain the use of a range of resources to support childrens learning in the learning areas.
- Use a range of effective teaching, learning and assessment strategies for a differentiated curriculum in the learning areas.
Unit Content
- Assessment strategies and methods `for', `as' and `of' learning in science and technology learning areas.
- Australian Curriculum, The National Quality Standard, The Early Years Learning Framework and other relevant documents.
- Pedagogies, planning models, teaching strategies and experiences for the development of conceptual understanding and skills, including student centred investigation.
- Resources for teaching and learning in science and technology learning areas, including Primary Connections and the use of ICT.
- Scientific literacy and the literacies of science.
- Theories underpinning the learning of science concepts and technology concepts.
Additional Learning Experience Information
Lectures, workshops, laboratory experience, inquiry-based experiences and online technologies.
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 |
|---|
| Assignment | ASSIGNMENT | 50% |
| Examination | EXAM | 50% |
ONLINE| Type | Description | Value |
|---|
| Assignment | ASSIGNMENT | 50% |
| Examination | EXAM | 50% |
Text References
- ^ Campbell, C., Jobling, W. & Howitt, C. (Eds.). (2015). Science in early childhood. (2nd ed.). Australia: Cambridge University Press.
- Fleer, M., Jane, B., & Hardy, T. (2007). Science for children. (3rd ed.). Frenchs Forest, Australia: Pearson/Prentice Hall.
- Fleer, M., & Jane, B. (2004). Technology for children: Research-based approaches. (2nd ed.). Melbourne, Australia: Prentice Hall.
- Fraser-Abder, P. (2011). Teaching emerging scientists: Fostering scientific inquiry with diverse learners in grades K-2. Boston, MA: Pearson.
- Norton, P., & Wiburg, K. (2003). Teaching with technology: Designing opportunities to learn. (2nd ed.). Melbourne, Australia: Prentice Hall.
- Howe, A., & Davies, D. (2003). Teaching science, design and technology in the early years. London, United Kingdom: David Fulton.
- Howitt, C., & Blake, E. (Eds.). (2010). Planting the seeds of science. Strawberry Hills, Australia: Australian Teaching and Learning Council.
- Thorsen, C. (2006). Tech tactics: Technology for teachers. (2nd ed.). Sydney, Australia: Pearson.
- Dawson, V., & Venville, G. (Eds.). (2007). The art of teaching primary science. Crows Nest, Australia: Allen & Unwin.
- Harlan, J., & Rivkin, M. (2008). Science experiences for the early childhood years: An integrated affective approach. (9th ed.). Upper Saddle River, NJ: Pearson Education.
Journal References
- Teaching Science: The Australian Primary and Junior Primary Science Journal
- SCIOS: Western Australia Science Journal
- Primary Science Review
- Science Activities
- Science and Children
- Primary DATA: A Primary Journal of the UK Design and Technology Association
- The Technology Teacher
- Technology and Children: A Journal for Elementary School Technology Education
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.
SCE2240|1|1
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
Early Childhood Science and Technology EducationUnit Code
SCE2240Year
2016Enrolment Period
2Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Online
Description
This unit provides opportunities for students to examine the nature, development and application of science and technology in daily life for children aged 0-8 years. Students will develop their own scientific literacy knowledge while examining the theories, pedagogies and models associated with science teaching and learning. Using current curriculum documents students will also design learning experiences for young children, including appropriate assessment strategies. A particular focus of this unit is on supporting children's explorations and participation in their immediate environments to develop positive attitudes towards learning about the world of science and technology.
Equivalent Rule
Unit was previously coded SCE2011
Learning Outcomes
On completion of this unit students should be able to:
- Apply the theory and practice of inquiry-based teaching to planning integrated Science experiences and Technology & Enterprise experiences in early childhood settings, birth-8 years.
- Demonstrate the skills and processes of investigating scientifically and the technology design process.
- Describe the nature and purpose of the learning areas in the early childhood phase of schooling (K-3).
- Explain how young childrens explorations in science experiences and technology experiences support the achievement of outcomes of the Early Years Learning Framework for children.
- Explain the integration of the cross-curriculum dimensions of the Australian Curriculum within the Science learning area for early childhood (K-3).
- Explain the use of a range of resources to support childrens learning in the learning areas.
- Use a range of effective teaching, learning and assessment strategies for a differentiated curriculum in the learning areas.
Unit Content
- Assessment strategies and methods `for', `as' and `of' learning in science and technology learning areas.
- Australian Curriculum, The National Quality Standard, The Early Years Learning Framework and other relevant documents.
- Pedagogies, planning models, teaching strategies and experiences for the development of conceptual understanding and skills, including student centred investigation.
- Resources for teaching and learning in science and technology learning areas, including Primary Connections and the use of ICT.
- Scientific literacy and the literacies of science.
- Theories underpinning the learning of science concepts and technology concepts.
Additional Learning Experience Information
Lectures, workshops, laboratory experience, inquiry-based experiences and online technologies.
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 |
|---|
| Assignment | ASSIGNMENT | 50% |
| Examination | EXAM | 50% |
ONLINE| Type | Description | Value |
|---|
| Assignment | ASSIGNMENT | 50% |
| Examination | EXAM | 50% |
Text References
- ^ Campbell, C., Jobling, W. & Howitt, C. (Eds.). (2015). Science in early childhood. (2nd ed.). Australia: Cambridge University Press.
- Fleer, M., Jane, B., & Hardy, T. (2007). Science for children. (3rd ed.). Frenchs Forest, Australia: Pearson/Prentice Hall.
- Fleer, M., & Jane, B. (2004). Technology for children: Research-based approaches. (2nd ed.). Melbourne, Australia: Prentice Hall.
- Fraser-Abder, P. (2011). Teaching emerging scientists: Fostering scientific inquiry with diverse learners in grades K-2. Boston, MA: Pearson.
- Norton, P., & Wiburg, K. (2003). Teaching with technology: Designing opportunities to learn. (2nd ed.). Melbourne, Australia: Prentice Hall.
- Howe, A., & Davies, D. (2003). Teaching science, design and technology in the early years. London, United Kingdom: David Fulton.
- Howitt, C., & Blake, E. (Eds.). (2010). Planting the seeds of science. Strawberry Hills, Australia: Australian Teaching and Learning Council.
- Thorsen, C. (2006). Tech tactics: Technology for teachers. (2nd ed.). Sydney, Australia: Pearson.
- Dawson, V., & Venville, G. (Eds.). (2007). The art of teaching primary science. Crows Nest, Australia: Allen & Unwin.
- Harlan, J., & Rivkin, M. (2008). Science experiences for the early childhood years: An integrated affective approach. (9th ed.). Upper Saddle River, NJ: Pearson Education.
Journal References
- Teaching Science: The Australian Primary and Junior Primary Science Journal
- SCIOS: Western Australia Science Journal
- Primary Science Review
- Science Activities
- Science and Children
- Primary DATA: A Primary Journal of the UK Design and Technology Association
- The Technology Teacher
- Technology and Children: A Journal for Elementary School Technology Education
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.
SCE2240|1|2
