Explores in depth personal and sociocultural constructivism and its implications for science and technology teaching and learning. Pedagogical issues (e.g. gender and culture inclusive perspectives and strategies, creativity) are discussed. Discusses the implementation of syllabus and early childhood guidelines. Focuses on the concepts exemplifying Earth and space, living world and material world.
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 primary and early childhood science and technology (within a 0-12 years context), especially as it is reflected in Australian syllabuses and early childhood curriculum guidelines and frameworks, and suggest ways to translate these curriculum documents into practice||Knowledge of a discipline|
|2||explain key concepts and understandings underpinning the content areas of Earth and space, living world and the nature of materials and changes in materials||Intellectual rigour||Creativity||Knowledge of a discipline|
|3||use the processes of scientific investigation and design, make and appraise across a range of typical early childhood and primary content strands and be able to develop teaching-learning activities which provide opportunities for children to use these processes||Intellectual rigour||Creativity||Knowledge of a discipline|
|4||plan a sequence of activities or lessons (incorporating aspects of ) using a range of appropriate strategies and be able to justify the professional decisions involved||Knowledge of a discipline|
|5||identify the key features of a constructivist view of learning, both personal and sociocultural, and illustrate its application, especially the use of constructivist teaching models, strategies and techniques||Knowledge of a discipline|
|6||select and justify the choice of appropriate strategies associated with teaching science and technology to children of mixed ability, from different backgrounds, and different gender and locate, use and critique relevant resource material, including computer and ICT resources, associated with implementing primary syllabus and early childhood curriculum guidelines and frameworks||Knowledge of a discipline|
|7||reflect critically upon a range of pedagogical and curriculum issues associated with implementing science and technology across the early childhood and primary spectrum and be able to suggest strategies for acting upon these issues and state and satisfy criteria for the development of a justifiable program in science and technology education, including reference to productive pedagogies and their underlying premises.||Creativity||Knowledge of a discipline|
- Skamp, K (ed.), 2012, Teaching primary science constructively, 2nd edn, Cengage Learning, South Melbourne, Vic.
Teaching and assessment
Commonwealth Supported courses
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Commencing 2014 Commonwealth Supported only. Student contribution band: 1
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