Unit description

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 content

  1. The nature, content and directions of typical primary syllabuses and early childhood curriculum guidelines and frameworks, within the context of a 0-12 developmental outcome and content framework and the development of literacy and numeracy outcomes. 
  2. Concepts and teaching – learning experiences in the following areas in the natural and made environments:
    1. material world
    2. Earth and space and
    3. living world. 
  3. Teaching models, strategies and techniques which encourage children to use the process of scientific investigation and the technological process of design and make. 
  4. How children learn S&T: focus on children's own ideas (personal constructivism) and their physical and social learning environment (sociocultural constructivism); role of materials and communication, especially scaffolding; implications from how children learn for teaching strategies; planning using models which take children's ideas and learning environment into consideration, e.g. 5Es, conceptual change, interactive, and which use productive pedagogical principles 
  5. Resources for S&T education (including curriculum projects such as Primary Connections; ICT [data handling software; data logging sensors; electronic information sources; simulation and modelling software; publishing and presentation software; communication technology; devices such as digital cameras] – uses in learning S&T. 
  6. Specific curriculum/pedagogical issues: e.g. school, early childhood centre scope and sequence planning; teaching science for children from different backgrounds ; different abilities; gender; assessment and profiles; cross-KLA connections; classroom management. 
  7. Implementing, evaluating and reflecting upon S&T activity/lesson sequences and/or strategies and techniques which use a knowledge of (1) to (6).

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


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Fee information


Commonwealth Supported courses
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Commencing 2018 Commonwealth Supported only. Student contribution band: 1

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