Availabilities:

Not currently available in 2019

Unit aim

Focuses on interpretations and implications of science and technology and processes of learning and teaching in science including: scientific investigation; the 'design, make and appraise' process; learning theories (especially constructivism). Considers the assessment of children's progress, use of ICT and language in assisting learning. Concepts and classroom implementation are exemplified through studying materials and their properties, physical phenomena and the made environment.

Unit content

  1. The nature and content of early childhood and primary science and technology as represented in relevant early childhood guidelines and primary syllabuses and related documents 
  2. Pre-service teachers' and early childhood and primary children's alternative conceptions related to the nature of science and technology and content areas, focussing on physical phenomena and especially the 'made environment' and consequent pedagogical decisions 
  3. How children learn science and technology and planning which take children's ideas into consideration. Personal and sociocultural constructivist approaches and strategies; the impact of the community of learners and developmental theories on how children learn and the nature of the physical learning environment 
  4. The nature and characteristics of various types of science and technology activities with emphasis on 'scientific investigation' and the 'design, make and appraise' processes as well as the use of play and exploration, multiple literacies and ICT. Teaching strategies and techniques which encourage children to use these activity types and processes, and ways to assess their progress while using them 
  5. Teacher and student resources for S & T education including Primary Investigations and Primary Connections, ICT resources (including interactive whiteboards; data handling software; data logging sensors; electronic information sources; simulation and modelling software; publishing and presentation software; communication technology; devices such as digital cameras) and physical classroom organisation 
  6. Specific curriculum/pedagogical issues including: inclusivity and differentiation; environmental education (EE); cooperative learning; linking learning across subject domains; and integration with literacy and numeracy.

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

Learning outcomes and graduate attributes

Teaching and assessment

Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2019 Commonwealth Supported only. Student contribution band: 1

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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