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  2. Primary Science Education [SCE4103]

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

    Primary Science Education

  • Unit Code

    SCE4103

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit will promote individualised learning and extend teaching skills so a sequence of lessons can be planned and implemented using a variety of teaching strategies, with particular reference to material-centred inquiry science appropriate for primary children. This unit is available in both on-campus and residency modes of delivery.

Equivalent Rule

Unit was previously coded SCE6220

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate an ability to collect, organise and analyse information related to primary science.
  2. Demonstrate confidence and competence in teaching primary school science.
  3. Describe and demonstrate different teaching strategies and show a particular understanding of the material-centred approach to primary school science.
  4. Describe the purpose and value of primary science education.
  5. Evaluate childrens learning in terms of conceptual understandings, skill development and attitudinal development.
  6. Explain these different teaching strategies in the context of current research findings.
  7. Identify important issues in science and technology education which can be related to teaching and learning in science.
  8. Show a capacity to apply problem-solving strategies to the teaching and learning of primary school science and technology.

Unit Content

  1. Comparison of different teaching strategies.
  2. Current primary science and technology resources.
  3. Evaluation of childrens science and technology learning.
  4. Planning, organising and implementing topics in science and technology.
  5. The development and implementation of the Science Learning Area Statement and the Outcomes and Standards Framework.
  6. The development and implementation of the Technology and Enterprise Learning Area Statement and Outcomes and Standard Framework.
  7. The purpose, value and philosophy of science education.
  8. The use of multi-media technologies within Science and Technology and Enterprise teaching and learning.

Additional Learning Experience Information

The unit will comprise formal lectures, laboratory tasks, group discussions, field work and independent tasks. The residency mode of delivery will also include classroom based learning and associated reflective 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 Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentMajor project:40%
PortfolioPrimary Science Activities60%
ONLINE
TypeDescriptionValue
AssignmentMajor project40%
PortfolioPrimary Science Activities60%

Text References

  • ^ Skamp, K. (2008). Teaching primary science constructively. (3rd ed.). South Melbourne: Thomson.
  • Hand, B., & Prain, V. (1995). Teaching and learning in science: The constructivist classroom. Sydney: Harcourt Brace.
  • Harlen, J., & Rivkin, M. (2004). Science experiences for the early childhood years: An integrated affective approach. (8th ed.). New Jersey: Pearson Education.
  • Bell, R. L. (2007). Teaching the nature of science through process skills. Sydney: Pearson Education Inc.
  • Fleer, M., & Hardy, T. (2007). Science for children. (3rd ed.). Sydney: Prentice Hall Australia.
  • Dawson. V., & Venville, G. (Eds.). (2007). The art of teaching primary science. Sydney: Allen & Unwin.
  • Curriculum Council of WA. (1998). Curriculum framework for kindergarten to year 12 education. Perth: Curriculum Council.
  • Australian Academy of Science. (2005). Primary connections: Linking science with literacy. Canberra, ACT: Australian Academy of Science.
  • Hackling, M.W. (1998). Working scientifically: Implementing and assessing open investigation work in science. Perth: Education Department of Western Australia.

Journal References

  • Teaching Science The Australian Primary and Junior Primary Science Journal.
  • SCIOS Journal of the Science Teachers Association of Western Australia.

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.

SCE4103|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

    Primary Science Education

  • Unit Code

    SCE4103

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit will promote individualised learning and extend teaching skills so a sequence of lessons can be planned and implemented using a variety of teaching strategies, with particular reference to material-centred inquiry science appropriate for primary children. This unit is available in both on-campus and residency modes of delivery.

Equivalent Rule

Unit was previously coded SCE6220

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate an ability to collect, organise and analyse information related to primary science.
  2. Demonstrate confidence and competence in teaching primary school science.
  3. Describe and demonstrate different teaching strategies and show a particular understanding of the material-centred approach to primary school science.
  4. Describe the purpose and value of primary science education.
  5. Evaluate childrens learning in terms of conceptual understandings, skill development and attitudinal development.
  6. Explain these different teaching strategies in the context of current research findings.
  7. Identify important issues in science and technology education which can be related to teaching and learning in science.
  8. Show a capacity to apply problem-solving strategies to the teaching and learning of primary school science and technology.

Unit Content

  1. Comparison of different teaching strategies.
  2. Current primary science and technology resources.
  3. Evaluation of childrens science and technology learning.
  4. Planning, organising and implementing topics in science and technology.
  5. The development and implementation of the Science Learning Area Statement and the Outcomes and Standards Framework.
  6. The development and implementation of the Technology and Enterprise Learning Area Statement and Outcomes and Standard Framework.
  7. The purpose, value and philosophy of science education.
  8. The use of multi-media technologies within Science and Technology and Enterprise teaching and learning.

Additional Learning Experience Information

The unit will comprise formal lectures, laboratory tasks, group discussions, field work and independent tasks. The residency mode of delivery will also include classroom based learning and associated reflective 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 Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentMajor project:40%
PortfolioPrimary Science Activities60%
ONLINE
TypeDescriptionValue
AssignmentMajor project40%
PortfolioPrimary Science Activities60%

Text References

  • ^ Skamp, K. (2008). Teaching primary science constructively. (3rd ed.). South Melbourne: Thomson.
  • Hand, B., & Prain, V. (1995). Teaching and learning in science: The constructivist classroom. Sydney: Harcourt Brace.
  • Harlen, J., & Rivkin, M. (2004). Science experiences for the early childhood years: An integrated affective approach. (8th ed.). New Jersey: Pearson Education.
  • Bell, R. L. (2007). Teaching the nature of science through process skills. Sydney: Pearson Education Inc.
  • Fleer, M., & Hardy, T. (2007). Science for children. (3rd ed.). Sydney: Prentice Hall Australia.
  • Dawson. V., & Venville, G. (Eds.). (2007). The art of teaching primary science. Sydney: Allen & Unwin.
  • Curriculum Council of WA. (1998). Curriculum framework for kindergarten to year 12 education. Perth: Curriculum Council.
  • Australian Academy of Science. (2005). Primary connections: Linking science with literacy. Canberra, ACT: Australian Academy of Science.
  • Hackling, M.W. (1998). Working scientifically: Implementing and assessing open investigation work in science. Perth: Education Department of Western Australia.

Journal References

  • Teaching Science The Australian Primary and Junior Primary Science Journal.
  • SCIOS Journal of the Science Teachers Association of Western Australia.

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.

SCE4103|1|2