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  2. Science Education in Primary Schools 2 [SCE3240]

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

    Science Education in Primary Schools 2

  • Unit Code

    SCE3240

  • Year

    2021

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Ms Janette Linda HEAD

Description

This unit will provide opportunities to examine the purpose and nature of science teaching and learning within primary school contexts. In this unit, students will learn about scientific literacy as the goal of science education, the pedagogies associated with effective teaching and the processes related to science inquiry.

Prerequisite Rule

Must have passed SCE1260 or NSL1260.

Equivalent Rule

Unit was previously coded SCE3260, SCE2010, SCE2100.

Learning Outcomes

On completion of this unit students should be able to:

  1. Develop personal scientific literacy including science understandings and inquiry skills relevant to the primary school context.
  2. Describe the rationale, aims, scope and sequence of contemporary science curriculum documents.
  3. Describe the purposes, values and applications of science inquiry in a primary school setting.
  4. Structure, sequence, and assess medium and long-term science learning experiences across the primary school context that are reflective of the social constructivist view of learning.
  5. Develop and evaluate teaching resources relevant for science in the primary school context.

Unit Content

  1. Personal scientific literacy and understanding of science concepts.
  2. Scientific literacy for active citizenship as the goal of science education in primary school context.
  3. Science inquiry processes relevant to primary school contexts.
  4. Teaching and learning theory and strategies appropriate for planning, delivering and assessing primary science.
  5. Rationale, aim, scope and sequence of contemporary curriculum documents relevant for teaching science in primary school contexts.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECUs LMS

JoondalupMount LawleySouth West (Bunbury)
Semester 113 x 1 hour lecture13 x 1 hour lecture13 x 1 hour lecture
Semester 113 x 2 hour tutorial13 x 2 hour tutorial13 x 2 hour tutorial

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECUs LMS as well as additional ECU l

Additional Learning Experience Information

Lectures, workshop activities, discussion, and/or online learning activities.

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 School Progression Panel.

ON CAMPUS
TypeDescriptionValue
AssignmentConceptual development in science40%
ExaminationExamination60%
ONLINE
TypeDescriptionValue
AssignmentConceptual development in science40%
ExaminationExamination60%

Core Reading(s)

  • Skamp, K. P., & Christine. (2020). Teaching Primary Science Constructively (7th ed.).     South Melbourne: Cengage Australia. Retrieved from https://ecu.on.worldcat.org/oclc/1158023373
  • n.d. (2018). K. Skamp & C. Preston (Eds.), Teaching primary science constructively (6th edition /). South Melbourne, Victoria Australia: Cengage Learning Australia. Retrieved from https://ecu.on.worldcat.org/oclc/1096232656
  • n.d. (2018). K. Skamp & C. Preston (Eds.), Teaching primary science constructively (6th edition /). South Melbourne, Victoria Australia: Cengage Learning Australia. Retrieved from https://ecu.on.worldcat.org/oclc/1096232656

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.

SCE3240|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

    Science Education in Primary Schools 2

  • Unit Code

    SCE3240

  • Year

    2021

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Ms Janette Linda HEAD

Description

This unit will provide opportunities to examine the purpose and nature of science teaching and learning within primary school contexts. In this unit, students will learn about scientific literacy as the goal of science education, the pedagogies associated with effective teaching and the processes related to science inquiry.

Prerequisite Rule

Must have passed PPA2360 and either NSL1260 or SCE1260.

Equivalent Rule

Unit was previously coded SCE2010, SCE2100, SCE3260.

Learning Outcomes

On completion of this unit students should be able to:

  1. Develop personal scientific literacy including science understandings and inquiry skills relevant to the primary school context.
  2. Describe the rationale, aims, scope and sequence of contemporary science curriculum documents.
  3. Describe the purposes, values and applications of science inquiry in a primary school setting.
  4. Structure, sequence, and assess medium and long-term science learning experiences across the primary school context that are reflective of the social constructivist view of learning.
  5. Develop and evaluate teaching resources relevant for science in the primary school context.

Unit Content

  1. Personal scientific literacy and understanding of science concepts.
  2. Scientific literacy for active citizenship as the goal of science education in primary school context.
  3. Science inquiry processes relevant to primary school contexts.
  4. Teaching and learning theory and strategies appropriate for planning, delivering and assessing primary science.
  5. Rationale, aim, scope and sequence of contemporary curriculum documents relevant for teaching science in primary school contexts.

Additional Learning Experience Information

Lectures, workshop activities, discussion, and/or online learning activities.

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 School Progression Panel.

ON CAMPUS
TypeDescriptionValue
AssignmentConceptual development in science40%
ExaminationExamination60%
ONLINE
TypeDescriptionValue
AssignmentConceptual development in science40%
ExaminationExamination60%

Core Reading(s)

  • Skamp, K. P., & Christine. (2020). Teaching Primary Science Constructively (7th ed.).     South Melbourne: Cengage Australia. Retrieved from https://ecu.on.worldcat.org/oclc/1158023373
  • n.d. (2018). K. Skamp & C. Preston (Eds.), Teaching primary science constructively (6th edition /). South Melbourne, Victoria Australia: Cengage Learning Australia. Retrieved from https://ecu.on.worldcat.org/oclc/1096232656

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.

SCE3240|2|2