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  2. Teaching Secondary Science [SCE4110]

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

    Teaching Secondary Science

  • Unit Code

    SCE4110

  • Year

    2016

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit is intended to develop knowledge and understanding of the rationale, content and organisation of the Australian Curriculum in Science in the lower secondary school. It will develop an understanding of the relationship between the outcomes of these curricula and appropriate teaching and learning strategies. The unit introduces students to the principles of the constructivist approach to science instruction ,creating lesson plans to develop acceptable scientific conceptual frameworks and effective management strategies. Students will explore the nature of scientific inquiry and develop their understanding of the process of science.The unit will also allow students to acquire skills in handling laboratory equipment likely to be used in lower secondary science classes and the use of relevant science materials and organising for safety in the science laboratory.

Non Standard Timetable Requirements

Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.

Equivalent Rule

Unit was previously coded SCE4177

Learning Outcomes

On completion of this unit students should be able to:

  1. Articulate and apply the appropriate safety procedures and ethics requirements when constructing science activities so as to maintain a safe environment for school science students.
  2. Discuss the nature of scientific inquiry and distinguish it from non-scientific conceptual frameworks by demonstrating a range of science process skills,especially as they apply to the learning of lower secondary science.
  3. Implement and evaluate a variety of teaching strategies used to initiate active learning in science classrooms in the lower secondary school.
  4. Plan lesson procedures that develop scientifically acceptable conceptual frameworks in children with a range of alternative conceptions and that also cater for individual differences in student's learning styles.
  5. Understand the structure, rationale and scope and sequence of the science learning area as expressed in the Australian Curriculum by applying these requirements to the construction of lesson plans.

Unit Content

  1. An examination of the definition and rationale and outcomes of the Science Learning Area as expressed in the Australian Curriculum. The Australian Curriculum in Science has three interrelated strands: Science Understandings, Science as a Human Endeavour and Science Inquiry Skills. These three strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world.
  2. Examination of available curriculum resources to identify the learning theories on which they are based, their philosophy and organisation and the content range offered.
  3. Investigation of the teaching role and skills needed to successfully implement a variety of procedures in science classes including the organisation of laboratory classes, discussions, demonstrations, group work and formal presentations.
  4. Planning for safety in science classes and making allowances for the potential dangers associated with chemicals and equipment normally used in school science.
  5. Procedures in the development of specific learning outcomes from general statements of aims.
  6. The processes involved in science concept development and the influence of misconceptions on the development of conventional scientific conceptual frameworks in school students.
  7. The relationships between science outcomes and teaching and learning procedures: making appropriate choice of techniques for given outcomes.
  8. The social and academic task structures of science classrooms and their influence on management style and student on-task behaviour. The methods of student motivation and management available to the science teacher.

Additional Learning Experience Information

Workshop style teaching and learning processes where lectures will interweave with group discussions, co-operative group work, practical activities and peer teaching.

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
PresentationScience demonstration and lesson plan50%
AssignmentScience concepts50%

Text References

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

Journal References

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

SCE4110|2|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

    Teaching Secondary Science

  • Unit Code

    SCE4110

  • Year

    2016

  • Enrolment Period

    2

  • Version

    3

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit is intended to develop knowledge and understanding of the rationale, content and organisation of the Australian Curriculum in Science in the secondary school. It will develop an understanding of the relationship between the outcomes of these curricula and appropriate teaching and learning strategies. The unit introduces students to the principles of the constructivist approach to science instruction ,creating lesson plans to develop acceptable scientific conceptual frameworks and effective management strategies. Students will explore the nature of scientific inquiry and develop their understanding of the process of science.The unit will also allow students to acquire skills in handling laboratory equipment likely to be used in secondary science classes and the use of relevant science materials and organising for safety in the science laboratory.

Non Standard Timetable Requirements

Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.

Equivalent Rule

Unit was previously coded SCE4177

Learning Outcomes

On completion of this unit students should be able to:

  1. Understand the structure, rationale and scope and sequence of the science learning area as expressed in the Australian Curriculum by applying these requirements to the construction of lesson plans.
  2. Plan lesson procedures that develop scientifically acceptable conceptual frameworks in children with a range of alternative conceptions and that also cater for individual differences in student's learning styles.
  3. Implement and evaluate a variety of teaching strategies used to initiate active learning in science classrooms in the secondary school.
  4. Discuss the nature of scientific inquiry and distinguish it from non-scientific conceptual frameworks by demonstrating a range of science process skills,especially as they apply to the learning of secondary science.
  5. Articulate and apply the appropriate safety procedures and ethics requirements when constructing science activities so as to maintain a safe environment for school science students.

Unit Content

  1. An examination of the definition and rationale and outcomes of the Science Learning Area as expressed in the Australian Curriculum. The Australian Curriculum in Science has three interrelated strands: Science Understandings, Science as a Human Endeavour and Science Inquiry Skills. These three strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world.
  2. Examination of available curriculum resources to identify the learning theories on which they are based, their philosophy and organisation and the content range offered.
  3. Investigation of the teaching role and skills needed to successfully implement a variety of procedures in science classes including the organisation of laboratory classes, discussions, demonstrations, group work and formal presentations.
  4. Planning for safety in science classes and making allowances for the potential dangers associated with chemicals and equipment normally used in school science.
  5. Procedures in the development of specific learning outcomes from general statements of aims.
  6. The processes involved in science concept development and the influence of misconceptions on the development of conventional scientific conceptual frameworks in school students.
  7. The relationships between science outcomes and teaching and learning procedures: making appropriate choice of techniques for given outcomes.
  8. The social and academic task structures of science classrooms and their influence on management style and student on-task behaviour. The methods of student motivation and management available to the science teacher.

Additional Learning Experience Information

Workshop style teaching and learning processes where lectures will interweave with group discussions, co-operative group work, practical activities and peer teaching.

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
PresentationScience demonstration and lesson plan50%
AssignmentScience concepts50%

Text References

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

Journal References

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

SCE4110|3|2