1. Home
  2. Science Education for Secondary Students 2 [SCE4282]

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 for Secondary Students 2

  • Unit Code

    SCE4282

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

The purpose of this unit is to develop in students the skills of preparation and presentation of various teaching strategies used in secondary science classrooms as well as techniques for assessing the learning outcomes from lessons. The unit is also intended to extend students' abilities to apply current learning theory to the effective development of science concepts.

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 SCE2241

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse a set of curriculum offerings and describe a variety of assessment techniques relevant to the teaching of these materials.
  2. Demonstrate an appreciation of the need to plan class procedures which will allow for individual differences in students' learning style, cognitive and physical ability.
  3. Demonstrate an appreciation of the relationship between objectives and teaching procedures by making appropriate choice of techniques for given objectives.
  4. Demonstrate an appreciation of the use of computer technology in the delivery of effective science programmes.
  5. Demonstrate creativity by planning and implementing new approaches to the presentation of science curriculum materials.
  6. Describe different teacher and student roles for individualised science instruction.
  7. Identify procedures and instructional skills needed to successfully implement a variety of strategies for use in science classrooms.
  8. State and describe a variety of teaching strategies appropriate to the teaching of science.
  9. Use an understanding of theories of learning to justify procedures which will develop scientifically acceptable concept frameworks in school science.

Unit Content

  1. Devising a framework or lesson procedure designed to challenge and influence students' values towards Science and Technology in Society.
  2. Identification of the influences of society, of schools and of teachers, on the development of students' scientific attitudes and attitudes to science.
  3. Identification of the special needs of students whose understanding of science is very different from most students in the class. Planning organizational procedures which will allow for students' differences in learning style and ability.
  4. Students will also develop some understanding of the purposes and procedures of assessing student outcomes. Students will be guided in the design and implementation of effective assessment procedures and instruments.
  5. Students will examine the relationship between the objectives of a topic and the suggested activities in curriculum packages. Students should become more familiar with the content and structure of units by restructuring activities from EDWA Science Modules and other curriculum sources.
  6. The choice and implementation of a particular teaching strategy depends on the outcomes which it is expected to achieve. The learning activities which students experience in a particular class organisation will commonly determine these outcomes. Students will be required to prepare a typical school "lesson" and present part of it in a peer teaching demonstration. This will provide a basis for discussion of the purposes and implementation of learning experiences.
  7. The place and use of computers in science teaching will be examined.

Additional Learning Experience Information

Workshop style teaching and learning processes where lectures will interweave with demonstrations, group discussions, co-operative group work, practical activities, peer teaching 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
TypeDescriptionValue
AssignmentProgramming Assignment60%
ReportOpen-ended Science investigation Report40%

Text References

  • ^ Venville, G & Dawson,V.(Eds). (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.

SCE4282|1|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 for Secondary Students 2

  • Unit Code

    SCE4282

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

The purpose of this unit is to develop in students the skills of preparation and presentation of various teaching strategies used in secondary science classrooms as well as techniques for assessing the learning outcomes from lessons. The unit is also intended to extend students' abilities to apply current learning theory to the effective development of science concepts.

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 SCE2241

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse a set of curriculum offerings and describe a variety of assessment techniques relevant to the teaching of these materials.
  2. Demonstrate an appreciation of the need to plan class procedures which will allow for individual differences in students' learning style, cognitive and physical ability.
  3. Demonstrate an appreciation of the relationship between objectives and teaching procedures by making appropriate choice of techniques for given objectives.
  4. Demonstrate an appreciation of the use of computer technology in the delivery of effective science programmes.
  5. Demonstrate creativity by planning and implementing new approaches to the presentation of science curriculum materials.
  6. Describe different teacher and student roles for individualised science instruction.
  7. Identify procedures and instructional skills needed to successfully implement a variety of strategies for use in science classrooms.
  8. State and describe a variety of teaching strategies appropriate to the teaching of science.
  9. Use an understanding of theories of learning to justify procedures which will develop scientifically acceptable concept frameworks in school science.

Unit Content

  1. Devising a framework or lesson procedure designed to challenge and influence students' values towards Science and Technology in Society.
  2. Identification of the influences of society, of schools and of teachers, on the development of students' scientific attitudes and attitudes to science.
  3. Identification of the special needs of students whose understanding of science is very different from most students in the class. Planning organizational procedures which will allow for students' differences in learning style and ability.
  4. Students will also develop some understanding of the purposes and procedures of assessing student outcomes. Students will be guided in the design and implementation of effective assessment procedures and instruments.
  5. Students will examine the relationship between the objectives of a topic and the suggested activities in curriculum packages. Students should become more familiar with the content and structure of units by restructuring activities from EDWA Science Modules and other curriculum sources.
  6. The choice and implementation of a particular teaching strategy depends on the outcomes which it is expected to achieve. The learning activities which students experience in a particular class organisation will commonly determine these outcomes. Students will be required to prepare a typical school "lesson" and present part of it in a peer teaching demonstration. This will provide a basis for discussion of the purposes and implementation of learning experiences.
  7. The place and use of computers in science teaching will be examined.

Additional Learning Experience Information

Workshop style teaching and learning processes where lectures will interweave with demonstrations, group discussions, co-operative group work, practical activities, peer teaching 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
TypeDescriptionValue
AssignmentProgramming Assignment60%
ReportOpen-ended Science investigation Report40%

Text References

  • ^ Venville, G & Dawson,V.(Eds). (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.

SCE4282|1|2