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

Graduate students commence teaching studies with an array of prior experiences and varied learning requirements in relation to content, curriculum and pedagogy. You require opportunities to connect prior understandings of science and technology to your work as student teachers. As student teachers of young children, also you need a range of understandings and competencies in science, technology and pedagogy that will equip you to establish effective environments for science and technology teaching and learning. This curriculum unit is designed to develop competencies required for planning, implementing and evaluating science and technology education of young children to provide opportunities for children to explore the natural and designed world in both spontaneous and systematic ways.

Aims

This unit aims to extend your prior understanding of science and technology education, and to enhance your understandings, dispositions and skills in relation to early childhood science and technology education. It also aims to augment your understandings of teaching strategies, planning and evaluation for diverse groups of young children in a variety of school and centre settings.

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 to meet curriculum requirements (QCT Standard 1 & 3)

2. Design learning experiences to demonstrate understanding of higher-order thinking and inquiry-based learning, and that cater for diverse conceptual development in science and technology (QCT Standard 3)

3. Design learning experiences to demonstrate understanding of planning and assessment, curricular frameworks and inquiry-based teaching strategies for science and technology (QCT Standards 1 & 3)

4. Design learning experiences to demonstrate understanding of the role of language and ICTs in accessing and representing knowledge in science and technology education (QCT Standard 3)

Content

This unit will cover the following topics and contribute to your developing Professional Learning Profile.

This unit investigates the disciplines of science and technology, and the relationship between young children's prior knowledge of and dispositions towards science and technology learning. Principles for effective teaching and learning in science and technology education for young children and issues of diversity and equity are addressed. The unit explores ways of developing young children's curiosity, problem-solving skills and dispositions that help them to make sense of experience. It considers the role of curriculum frameworks in the planning of relevant learning opportunities and assessment in science and technology programs.

Approaches to Teaching and Learning

This unit will incorporate a range of investigative approaches designed to promote adult learning and build on graduate students' prior understandings. Approaches will include a mix of study material and practical inquiry experiences that promote discussion and collaboration between students. The unit structure and delivery emphasizes scientific, technological and Information & Communication Technology (ICT) literacy, and the consideration of the educational possibilities of community resources (e.g. museums, zoos, interactive centres).

Assessment

Assessment in the unit is both formative and summative and will be viewed in terms of the principle of 'assessment as learning'. Formative assessment is provided through verbal and online feedback, and through written comments on assignment work. There are two summative assessment items.

Assessment name: Critique (written)
Description: Evaluation of resources or programs
Length: 1500 words
Relates to objectives: 1, 3, & 4
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Portfolio
Description: Portfolio entries on science and technology education
Length: 2500 - 3000 words
Relates to objectives: 1, 2, 3 & 4
Weight: 60%
Internal or external: Both
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

Texts

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

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

References

Davies, D., & Howe, A. (2003). Teaching science, design and technology in the early years. London: David Fulton.

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

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.

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 equipment and materials. Workplace health and safety protocols in relation to computer use will apply.

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: 30-Oct-2012