Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Most children are curious about the natural and designed world around them and keen to explore and understand it. Teachers need to take advantage of this natural curiosity as science and technology are integral parts of everyday life, work and participation in society. Early childhood teachers need a range of understandings and competencies in science, technology and pedagogy that equip them to establish effective environments for learning in science and technology. This curriculum unit is designed to develop competencies required for planning, implementing and evaluating science and technology in early childhood education so that children can have opportunities to explore the world in spontaneous as well as systematic ways.

Aims

This unit aims to enhance your understanding about the importance of science and technology education for young children, and to extend your understandings, dispositions and skills in relation to early childhood science and technology. It also aims to augment your understandings of teaching strategies, planning and evaluation in early childhood programs.

Objectives

On completion of this unit, you should be able to:

1. Use a range of reference sources to evaluate scientific and technological activities and resources for young children and demonstrate an ability to use this information to improve teaching. [QCT Standards 1 & 3]

2. Demonstrate understanding of higher-order thinking and inquiry-based strategies that promote active construction of scientific and technological knowledge. [QCT Standard 3]

3. Demonstrate understanding of central concepts of the disciplines, and of curriculum planning and assessment in science and technology, including the use of ICT. [QCT Standards 3 & 5]

4. Identify the scientific and technological language, literacy and numeracy aspects of learning opportunities, and strategies for integrating learning and provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit. [QCT Standard 2].

Content

This unit investigates the disciplines of science and technology, effective teaching and learning in science and technology for young children, and equity issues. It considers the importance of children's problem-solving and dispositions, and examines the ways teachers make effective use of integrated learning opportunities to help children make sense of their world. Strategies for evaluation of programs and assessment of children's progress are examined, and the role of science and technology curriculum frameworks explored.

Approaches to Teaching and Learning

This unit will incorporate a range of investigative approaches designed to promote adult learning.. Activities require students to plan and share learning and ideas, provide feedback for other students, and engage in critical reflection. The delivery of these materials includes workshops (for the internal cohort) on-line teaching exercises, and community resources such as museums, interactive centres, zoos and aquaria.

Assessment

Assessment in this unit is both formative and summative. Formative assessment is provided through feedback in tutorial sessions and/or e-mail and online discussions, and through written comments on initial assignment work. There are 2 summative assessment tasks.

Assessment name: Critique (written)
Description: Critical evaluation of community and ICT teaching and learning resources.
Word Length: 1500 words
Relates to objectives: 1, 3, & 4
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Portfolio
Description: Portfolio paper with examples of teaching plans
Word Length: 2500 words
Relates to objectives: 1, 2, 3, & 4
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Text

Diezmann, C. M., & Watters, J. J. (2001). Teaching science in lower primary (CDROM). Brisbane, Qld: Queensland University of Technology.

Fleer, M., Jane, B., & Hardy, T. (2007). Science for children: Developing a personal approach to teaching (3^rd ed). Sydney: Pearson Education.


References

Fleer, M., & Jane, B. (2004). Technology for children: Research based approaches. Sydney: Pearson.

Harlan, J. D., & Rivkin, M. S. (2004). Science experiences for the early childhood years: An integrated affective approach (8^th ed.). Englewood Cliffs, NJ: Merrill.

Young, T. (2003). Just investigate! Science and technology experiences for young children. Croydon, Vic.: Tertiary Press

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. However students must be familiar with the procedures for the safe handling of science and technology equipment and materials.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 29-Oct-2012