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  2. Lower Secondary Science Methods 1 [SCE4210]

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

    Lower Secondary Science Methods 1

  • Unit Code

    SCE4210

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

The purpose of this unit is to familiarise students with the science learning area of the Australian Curriculum and curriculum materials available for lower secondary science. 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. The unit is designed to allow students to explore the nature of scientific inquiry and develop their understanding of the process of science as well as strengthen their skills in handling laboratory equipment likely to be used in lower secondary science classes.

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.

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply constructivism as a theory of learning and the 5E's model of planning to the development of lesson plans and science activities.
  2. Demonstrate skills in the use of a variety of commonly available science equipment that are used in lower secondary science classes.
  3. Demonstrate the application of appropriate safety procedures and ethics requirements when constructing science activities, so as to maintain a safe science classroom environment.
  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 lower secondary science.
  5. Plan lesson plans 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 style.
  6. Successfully implement and critically analyse a variety of strategies to initiate active learning in science classrooms. For example: small group activities, demonstrations, expositions and laboratory activities.
  7. 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 Understanding; 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. 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.
  3. Planning for safety in science classes and making allowances for the potential dangers associated with chemicals and equipment normally used in school science.
  4. Procedures in the development of specific learning outcomes from general statements of aims.
  5. The methods of student motivation and classroom management available to the science teacher.
  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 social and academic task structures of science classrooms and their influence on management style and student on-task behaviour.

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.

SCE4210|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

    Lower Secondary Science Methods 1

  • Unit Code

    SCE4210

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

The purpose of this unit is to familiarise students with the science learning area of the Australian Curriculum and curriculum materials available for lower secondary science. 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. The unit is designed to allow students to explore the nature of scientific inquiry and develop their understanding of the process of science as well as strengthen their skills in handling laboratory equipment likely to be used in lower secondary science classes.

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.

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply constructivism as a theory of learning and the 5E's model of planning to the development of lesson plans and science activities.
  2. Demonstrate skills in the use of a variety of commonly available science equipment that are used in lower secondary science classes.
  3. Demonstrate the application of appropriate safety procedures and ethics requirements when constructing science activities, so as to maintain a safe science classroom environment.
  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 lower secondary science.
  5. Plan lesson plans 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 style.
  6. Successfully implement and critically analyse a variety of strategies to initiate active learning in science classrooms. For example: small group activities, demonstrations, expositions and laboratory activities.
  7. 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 Understanding; 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. 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.
  3. Planning for safety in science classes and making allowances for the potential dangers associated with chemicals and equipment normally used in school science.
  4. Procedures in the development of specific learning outcomes from general statements of aims.
  5. The methods of student motivation and classroom management available to the science teacher.
  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 social and academic task structures of science classrooms and their influence on management style and student on-task behaviour.

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.

SCE4210|2|2