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  2. Lower Secondary Science Education 2 [SCE3102]

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

    Lower Secondary Science Education 2

  • Unit Code

    SCE3102

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit focuses on the development of 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 lower school science curriculum.

Prerequisite Rule

Students must pass 1 units from SCE3101

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse a variety of curriculum offerings and describe a range of assessment techniques relevant to the teaching of these materials.
  2. Critically evaluate the use of information communication technology (ICT) in the delivery of effective science programs.
  3. Demonstrate creativity by planning and implementing new approaches to the presentation of science curriculum materials.
  4. Describe a variety of teaching strategies appropriate to the teaching of science.
  5. Discuss the need to plan class procedures which will allow for individual differences in students' learning style, cognitive and physical ability.
  6. Explain the relationship between outcomes and teaching procedures by making appropriate choice of techniques for given outcomes.
  7. Identify procedures and instructional skills needed to successfully implement a variety of strategies for use in science classrooms.

Unit Content

  1. Development of a range of teaching strategies: for example, practical work, demonstrations, expositions, audio-visual, small group and whole class discussions. 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. 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. Resources to support the teaching of science: eg. Information communication technology, the school laboratory, excursions, video, school library.

Additional Learning Experience Information

Workshop style teaching and learning processes where lectures will interweave with group discussions, peer teaching, demonstrations, practical activities 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
TypeDescriptionValue
AssignmentProgramming assignment60%
PortfolioReflective teaching and learning portfolio40%

Text References

  • ^ Venville, G., & Dawson, V. (Eds.). (2012). The art of teaching science. 2nd Ed. Sydney, Australia: Allen and Unwin.

Journal References

  • International Journal of Science Education
  • Journal of Research in Science Teaching
  • 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.

SCE3102|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

    Lower Secondary Science Education 2

  • Unit Code

    SCE3102

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit focuses on the development of 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 lower school science curriculum.

Prerequisite Rule

Students must pass 1 units from SCE3101

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse a variety of curriculum offerings and describe a range of assessment techniques relevant to the teaching of these materials.
  2. Critically evaluate the use of information communication technology (ICT) in the delivery of effective science programs.
  3. Demonstrate creativity by planning and implementing new approaches to the presentation of science curriculum materials.
  4. Describe a variety of teaching strategies appropriate to the teaching of science.
  5. Discuss the need to plan class procedures which will allow for individual differences in students' learning style, cognitive and physical ability.
  6. Explain the relationship between outcomes and teaching procedures by making appropriate choice of techniques for given outcomes.
  7. Identify procedures and instructional skills needed to successfully implement a variety of strategies for use in science classrooms.

Unit Content

  1. Development of a range of teaching strategies: for example, practical work, demonstrations, expositions, audio-visual, small group and whole class discussions. 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. 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. Resources to support the teaching of science: eg. Information communication technology, the school laboratory, excursions, video, school library.

Additional Learning Experience Information

Workshop style teaching and learning processes where lectures will interweave with group discussions, peer teaching, demonstrations, practical activities 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
TypeDescriptionValue
AssignmentProgramming assignment60%
PortfolioReflective teaching and learning portfolio40%

Text References

  • ^ Venville, G., & Dawson, V. (Eds.). (2012). The art of teaching science. 2nd Ed. Sydney, Australia: Allen and Unwin.

Journal References

  • International Journal of Science Education
  • Journal of Research in Science Teaching
  • 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.

SCE3102|1|2