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.
- 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
- 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
- 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
- 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
- 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
- Specific curriculum/pedagogical issues including: inclusivity and differentiation; environmental education (EE); cooperative learning; linking learning across subject domains; and integration with literacy and numeracy.
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
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||describe the nature and content of science and technology (within an early childhood to secondary context), especially as it is reflected in relevant syllabus, guidelines and related documents||Knowledge of a discipline|
|2||use and analyse the processes of 'scientific investigation' and 'designing, making and appraising' and be able to develop and justify teaching-learning activities/lesson sequences which provide opportunities for children to use these processes and/or their components||Creativity||Knowledge of a discipline|
|3||elicit and identify early childhood and primary children's alternative conceptions associated with content related to physical phenomena and especially the 'made environment' (e.g. built environment) and their views of science/technology and scientists/technologists||Intellectual rigour||Knowledge of a discipline|
|4||compare personal and sociocultural constructivist views of learning science and technology with other perspectives and consequentially plan appropriate constructivist-based activity/lesson sequences||Creativity||Knowledge of a discipline|
|5||justify their choice of teaching and learning strategies on constructivist grounds and by reference to other relevant criteria including methods of engagement in learning, consideration of the children's physical and learning environment, literacy and numeracy development, integration of learning across subject domains, co-operative and inclusive learning and the use of ICT||Knowledge of a discipline|
|6||clearly articulate accepted scientific conceptions related to key concepts/phenomena/events relevant and appropriate to the science and technology content studied this session (see (3) above); and critically reflect on their own science and technology learning in relation to their discipline knowledge and their pedagogical content knowledge||Knowledge of a discipline|
|7||locate and use relevant resource material including ICT resources, associated with implementing appropriate early childhood guidelines or primary syllabuses.||Creativity||Knowledge of a discipline|
- Alternative hard copy that you can use for the second science and technology unit: Skamp, K & Preston, C (eds), 2015, Teaching Primary Science Constructively, 5th edn,, Cengage Learning, South Melbourne, Victoria. ISBN: 9780170261203.
- This is an electronic version of the Skamp and Preston Teaching Science Constructively text with just the chapters relevant for this session: Skamp, K & Preston, C (eds.), 2015, Readings for Foundation Science & Technology SCI10003 & EDU00413 Compiled by Marianne Logan, 1st Edn, Cengage Learning, Australia. ISBN: 9780170275842.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2017 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.