1. Home
  2. Science Education in Primary Schools [SCE3260]

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

    Science Education in Primary Schools

  • Unit Code

    SCE3260

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit will provide opportunities for students to examine the purpose and nature of science teaching and learning, including such areas as the literacies of science, the pedagogies associated with effective teaching, and the processes underpinning scientific investigations. In particular, there will be an emphasis on the use of readily available materials to investigate scientifically.

Prerequisite Rule

Students must pass 2 units from NSL1260, PPA1260

Equivalent Rule

Unit was previously coded SCE2010, SCE2100

Learning Outcomes

On completion of this unit students should be able to:

  1. Communicate, plan, assess and evaluate learning experiences across the primary science curriculum.
  2. Develop personal scientific literacy and science understandings in primary curriculum.
  3. Discuss and use the concept of scientific literacy as a framework for developing inquiry based learning experiences.
  4. Enhance the development of science concepts, skills and values in the context of education for sustainability; and scientific literacy.
  5. Identify the purpose, value and application of scientific inquiry in a primary school setting.
  6. Use contemporary curriculum documents to plan and evaluate developmentally appropriate learning experiences.

Unit Content

  1. Personal scientific literacy and key science understandings.
  2. Science as part of education for active citizenship and sustainability.
  3. Scientific inquiry in the primary school.
  4. Scientific literacy as a framework for inquiry based learning.
  5. Teaching and learning theory and strategies in primary science.
  6. Use of contemporary curriculum documents.

Additional Learning Experience Information

Lectures, tutorial activities and discussion and collaborative group work.

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
AssignmentConceptual development in science40%
AssignmentPlanning a primary science learning journey60%

Text References

  • ^ Skamp, K. (Ed.) (2012). Teaching primary science constructively. 4th edition South Melbourne, Vic: Cengage Learning Australia
  • Farrow, S. (2006). The really useful science book: A framework of knowledge for primary teachers. 3rd edition. New York, NY: Routledge.
  • Fitzgerald, A. (Ed.) (2013). Learning and teaching primary science. Port Melbourne, Vic: Cambridge University Press.
  • Wenham, M. & Ovens, P. (2010). Understanding primary science. 3rd edition. Thousand Oaks, CA: Sage
  • Fraser-Abder, P. (2011). Teaching budding scientists: Fostering scientific inquiry with diverse learners in grades 3-5. Boston, MA: Pearson Education Ltd.
  • Loxley, P., Dawes, L., Nicholls, L., & Dore, B. (2010). Teaching primary science: Promoting enjoyment and developing understanding. Essex, England: Pearson Education Ltd.

^ 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.

SCE3260|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

    Science Education in Primary Schools

  • Unit Code

    SCE3260

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit will provide opportunities for students to examine the purpose and nature of science teaching and learning, including such areas as the literacies of science, the pedagogies associated with effective teaching, and the processes underpinning scientific investigations. In particular, there will be an emphasis on the use of readily available materials to investigate scientifically.

Prerequisite Rule

Students must pass 2 units from NSL1260, PPA1260

Equivalent Rule

Unit was previously coded SCE2010, SCE2100

Learning Outcomes

On completion of this unit students should be able to:

  1. Communicate, plan, assess and evaluate learning experiences across the primary science curriculum.
  2. Develop personal scientific literacy and science understandings in primary curriculum.
  3. Discuss and use the concept of scientific literacy as a framework for developing inquiry based learning experiences.
  4. Enhance the development of science concepts, skills and values in the context of education for sustainability; and scientific literacy.
  5. Identify the purpose, value and application of scientific inquiry in a primary school setting.
  6. Use contemporary curriculum documents to plan and evaluate developmentally appropriate learning experiences.

Unit Content

  1. Personal scientific literacy and key science understandings.
  2. Science as part of education for active citizenship and sustainability.
  3. Scientific inquiry in the primary school.
  4. Scientific literacy as a framework for inquiry based learning.
  5. Teaching and learning theory and strategies in primary science.
  6. Use of contemporary curriculum documents.

Additional Learning Experience Information

Lectures, tutorial activities and discussion and collaborative group work.

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
AssignmentConceptual development in science40%
AssignmentPlanning a primary science learning journey60%

Text References

  • ^ Skamp, K. (Ed.) (2012). Teaching primary science constructively. 4th edition South Melbourne, Vic: Cengage Learning Australia
  • Farrow, S. (2006). The really useful science book: A framework of knowledge for primary teachers. 3rd edition. New York, NY: Routledge.
  • Fitzgerald, A. (Ed.) (2013). Learning and teaching primary science. Port Melbourne, Vic: Cambridge University Press.
  • Wenham, M. & Ovens, P. (2010). Understanding primary science. 3rd edition. Thousand Oaks, CA: Sage
  • Fraser-Abder, P. (2011). Teaching budding scientists: Fostering scientific inquiry with diverse learners in grades 3-5. Boston, MA: Pearson Education Ltd.
  • Loxley, P., Dawes, L., Nicholls, L., & Dore, B. (2010). Teaching primary science: Promoting enjoyment and developing understanding. Essex, England: Pearson Education Ltd.

^ 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.

SCE3260|2|2