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 2Unit Code
SCE4277Year
2016Enrolment Period
1Version
1Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
The unit is structured on a core plus option approach. The core continues to develop strategies introduced in SCE4177, which are appropriate to all levels of secondary science, and examines issues relevant to both physical and biological sciences. The options allow students to explore in detail two of the four major upper secondary science curricula - Biology, Chemistry, Human Biology and Physics. Other secondary science programs will be considered.
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:
- Apply techniques of the ERICA model to develop science students' skills in reading, information retrieval and writing.
- Critically appraise the aims, objectives and resources of courses in at least two of the upper secondary science specialisations.
- Demonstrate skill in the use of procedures for group and classroom organisation in science classes.
- Demonstrate skill in translating programmes into sequences of learning experiences.
- Develop and critically evaluate assessment instruments suitable for a range of science objectives with particular reference to process and sensorimotor skills.
- Evaluate and demonstrate teaching procedures appropriate to upper secondary science classes with particular reference to the role of laboratory experiments, class discussions, and the use of text resources.
- Plan programmes in lower secondary science and in at least two of the upper secondary science specialisations.
- Prepare an assessment programme for an upper secondary science subject which is consistent with the National Statement on Science for Australian Schools.
Unit Content
- Assessment techniques in science subjects: normative vs criterion based procedures; ensuring validity and reliability of test instruments; conducting practical tests; measuring in the affective domain. Evaluating student abilities using Student Outcome Statements. Optional section.
- Core topics will include:
- Creativity in science and in science education. The value and implementation of open-ended science projects in the development of school students' understandings of science and science methods.
- Planning teaching programmes in lower secondary science with particular reference to catering for multi-level classes - small group teaching techniques, self paced programmes, individualised instruction.
- Students will select two upper school subject areas, - Biology, Chemistry, Human Biology or Physics. In their chosen areas, students will examine the aims, learning theories, syllabus, teaching strategies and resources, assessment structures and the preparation of assessment programmes. Students will explore approaches to teaching difficult topics in the subject.
- Study skills for secondary science students. The ERICA model for developing reading comprehension skills. Strategies for developing efficient information retrieval and creating meaningful written records.
- The aims, syllabus requirements, teaching and assessment resources for the subject Senior Science. The relationship of this subject and other senior secondary science subjects to the requirements of secondary graduation and tertiary entrance.
Additional Learning Experience Information
Workshop style teaching and learning processes where lectures will interweave with group discussions, demonstrations, peer teaching, practical activities and directed readings.
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| Type | Description | Value |
|---|
| Assignment | Programming assignment | 60% |
| Report | Open-ended Science Investigation and Report | 40% |
Text References
- ^ Venville,G & Dawson,V (2012) The art of teaching science 2nd Ed. Crows Nest,Sydney.Allen & 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.
SCE4277|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
Teaching Secondary Science 2Unit Code
SCE4277Year
2016Enrolment Period
2Version
2Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit will expand students' understanding of current principles and issues in teaching, learning and the assessment of secondary science and its links with technology. The unit will continue to develop contemporary curriculum and pedagogical strategies for Years 7-12, with an emphasis on teaching upper school science. A key emphasis of this unit is to extend the students ability to plan effective learning activity sequences, as well as develop meaningful formative and summative assessment strategies. This unit will also help students become familiar with uses of information communication technologies to support learning in the 21st century secondary science classroom.
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.
Prerequisite Rule
Students must pass 1 unit: SCE4110
Learning Outcomes
On completion of this unit students should be able to:
- Understand the structure, rationale, scope and sequence of the upper school science learning area, as expressed in Australian contemporary curriculum documents, by applying these to the construction of lesson sequences.
- Demonstrate skill in translating contemporary science curriculum documents into meaningful science learning sequences as informed by current learning theory.
- Analyse a range of curriculum offerings to create a range of valid and reliable formative and summative assessment techniques relevant to the teaching of science.
- Implement a range of meaningful uses of information communication technology (ICT) in the delivery of effective science learning sequences.
- Critically appraise the rationale, aims, learning outcomes and curriculum resources of courses in at least two of the upper secondary science specialisations.
Unit Content
- The rationale, aims, syllabus requirements, and curriculum resources for the delivery of upper school science specialisations. The requirements of secondary graduation and tertiary entrance.
- Planning teaching programs in secondary science as informed by current learning theory: with particular reference to cooperative learning strategies and student-centered ICTs
- Creating meaningful digital educational resources for the classroom to promote higher order thinking.
- Assessment techniques in science subjects; diagnostic, formative and summative assessment; ensuring validity and reliability of test instruments; conducting practical tests; and monitoring and reporting student progress.
- Resources to support the development of scientific literacy: eg. Information communication technology, science investigations, the school laboratory (technician), excursions (e.g. Perth Zoo), video, school library and other outreach activities.
Additional Learning Experience Information
Workshop style teaching and learning processes where lectures will interweave with group discussions, demonstrations, peer teaching, practical activities and directed readings.
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| Type | Description | Value |
|---|
| Portfolio | Constructivist teaching and learning portfolio | 60% |
| Project | Designing a digital science education resource | 40% |
Text References
- ^ Venville, G., & Dawson, V. (2012).The art of teaching science: For middle and secondary school. (2nd ed.). Sydney, Australia: Allen & Unwin.
Journal References
- International Journal of Science Education
- Journal of Research in Science Teaching
- 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.
SCE4277|2|2
