TEACHING PRIMARY SCIENCE
EDU2TPS
2020
Credit points: 15
Subject outline
In this subject, students will develop competence and skills to teach science in Australian primary schools. We will explore science, with a particular focus on the concepts within physical, biological, earth and space, and chemical sciences. Students will explore best-practice pedagogies for teaching and learning in science and investigate the curriculum resources available. We will also examine science inquiry skills, safety, science as a human endeavour and contemporary issues that intersect with science education and are suitable for classroom exploration. ICT skills associated with accessing, processing and communicating in a blended learning environment are embedded within the course and utilised in activities and assessment tasks.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorPrem Kurup
Available to Study Abroad StudentsYes
Subject year levelYear Level 2 - UG
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites EDU1CAD and must be enrolled in one of the following courses in order to undertake this subject: Bachelor of Education Primary (EBEDP, EBEDPB, EBEDPM) or Bachelor of Educational Studies (EBEST, EBESTB, EBESTM, EBESTP) or Bachelor of Teaching (Primary) (EBTP) or Bachelor of Education (EVEDB, RBEDM)
Co-requisitesN/A
Incompatible subjects EDU2SES, EDU2TS
Equivalent subjectsN/A
Special conditionsN/A
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Teaching Primary Science Constructively | Prescribed | Skamp, K. (Ed.). (2015), | Melbourne: Cengage |
| Readings | Learning and Teaching Primary Science | Recommended | Fitzgerald, A. (Ed.). (2013) | Cambridge University Press |
| Readings | Working Scientifically: Implementing and Assessing Open Investigation Work in Science | Recommended | Hackling, M. (2005) | DET, WA |
| Readings | Educating for Sustainability | Recommended | Nolet. V. (2016) | Routledge |
| Readings | Education for sustainability in the primary curriculum: A guide for teachers. | Recommended | Littledyke, M., Taylor, N., & Eames, C. (2009) | Palgrave Macmillan |
| Readings | http://primaryconnections.org.au/about/ | Recommended | Text version (2008) | Australian Academy of Science |
| Readings | Current Sample Science Program | Recommended | www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/samples/Pages/default.aspx | www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/samples/Pages/default.aspx |
Graduate capabilities & intended learning outcomes
01. Demonstrate an ability to find and incorporate appropriate curriculum knowledge associated with teaching science in schools through effective planning for teaching including the ability to access relevant science curriculum documents and apply them in planning for learning, and to select appropriate resources.
- Activities:
- Lectures, workshops, online learning tasks
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
02. Design and construct science learning environments that are meaningful, engaging and safe for learners, and meet their learning needs.
- Activities:
- Lectures, workshops, online learning tasks
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
03. Develop science-specific assessment tasks of teaching and learning for a variety of diagnostic, formative and summative purposes
- Activities:
- Lectures, workshops, online learning tasks
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
04. Critically reflect on science learning in order to improve professional knowledge and professional skills for responsible futures.
- Activities:
- Lectures, workshops, online learning tasks
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
05. Access relevant science curriculum documents and apply them in planning for interdisciplinary learning.
- Activities:
- Lectures, workshops, online learning tasks
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Subject options
Select to view your study options…
Bendigo, 2020, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorPrem Kurup
Class requirements
Lecture
Week:
31
-
43
One 1.0 hours lecture per week
on weekdays
during the day
from week 31 to week 43
and delivered via face-to-face.
WorkShop
Week:
31
-
43
One 2.0 hours workshop per week
on weekdays
during the day
from week 31 to week 43
and delivered via face-to-face.
Unscheduled Online Class
Week:
31
-
43
One 1.0 hours unscheduled online class per week
on any day including weekend
during the day
from week 31 to week 43
and delivered via online.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Report on Primary classroom based on inquiry based investigation framework (1200 words) | 30 | 01, 04, 05 | |
| Portfolio (2000 words) | 50 | 01, 02, 03, 04, 05 | |
| Science Quiz (800 word equivalent) | 20 | 01, 04 |
Melbourne, 2020, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorPrem Kurup
Class requirements
Lecture
Week:
31
-
43
One 1.0 hours lecture per week
on weekdays
during the day
from week 31 to week 43
and delivered via face-to-face.
Tutorial
Week:
31
-
43
One 2.0 hours tutorial per week
on weekdays
during the day
from week 31 to week 43
and delivered via face-to-face.
Unscheduled Online Class
Week:
31
-
43
One 1.0 hours unscheduled online class per week
on any day including weekend
during the day
from week 31 to week 43
and delivered via online.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Report on Primary classroom based on inquiry based investigation framework (1200 words) | 30 | 01, 04, 05 | |
| Portfolio (2000 words) | 50 | 01, 02, 03, 04, 05 | |
| Science Quiz (800 word equivalent) | 20 | 01, 04 |
Mildura, 2020, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorKymberley Barbary
Class requirements
Lecture
Week:
31
-
43
One 1.0 hours lecture per week
on weekdays
during the day
from week 31 to week 43
and delivered via face-to-face.
WorkShop
Week:
31
-
43
One 2.0 hours workshop per week
on weekdays
during the day
from week 31 to week 43
and delivered via face-to-face.
Unscheduled Online Class
Week:
31
-
43
One 1.0 hours unscheduled online class per week
on any day including weekend
during the day
from week 31 to week 43
and delivered via online.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Report on Primary classroom based on inquiry based investigation framework (1200 words) | 30 | 01, 04, 05 | |
| Portfolio (2000 words) | 50 | 01, 02, 03, 04, 05 | |
| Science Quiz (800 word equivalent) | 20 | 01, 04 |