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

It is recognised that Mathematics and Science play crucial roles in the functioning of modern society. In addition to their utilitarian values in solving problems in the personal, social and scientific fields, they contribute to our understanding of our physical, social and personal worlds. In addition, each is a discipline with a language and methods of thinking that have evolved in historical and social contexts. As social tools they enable us to participate in and reflect critically upon our social and physical worlds. Consequently, knowledge of both areas is important for people to be active participants in society and for their life long learning. In particular, as teachers you will need to appreciate the important roles that these disciplines play in your own lives as well as the lives of your primary students.

Aims

This foundation unit aims to increase your awareness of the role of mathematics, science, and technology in society. Your confidence in working with mathematics, science, and technology will also be enhanced. You will participate in knowledge creation of core mathematical and scientific concepts, principles, and processes, and develop problem-solving competencies, higher-order thinking skills, and mathematical and scientific reasoning processes. The development of elementary pedagogical skills in lesson planning, implementation, and evaluation (critical reflection skills) are also key aims. The unit will encourage your use of ICT's in learning.

Objectives

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

1. Gather, construct, and critique knowledge (or new configurations of knowledge) from a variety of sources; [Queensland College of Teachers, Standards 1 & 10]
2. Design and implement learning experiences that develop language and literacy and that demonstrate a sound fundamental knowledge of language forms and features and textual structures of spoken/ written/ visual multimodal texts; provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit. [QCT Standard 2]
3. As a scholar-educator-researcher, adopt a problem-solving and inquiry-based approach to your own learning and that of others; implement learning opportunities that promote higher order thinking and critical inquiry, and are socially just and inclusive; [Queensland College of Teachers, Standards 1 & 3]
4. Implement learning opportunities that promote higher order thinking and critical inquiry, and are socially just and inclusive; [Queensland College of Teachers, Standards 3,4 & 10]
5. Model and promote inquiring, cooperative and independent approaches to learning. [Queensland College of Teachers, Standards 4, 6 & 10]

Content

This unit will cover the following topics:

a) The acquisition of mathematical and scientific knowledge. Beliefs about the nature of mathematics, its roles in society, and the contribution it has made to the growth of knowledge. Myths and misconceptions about mathematics and science.
b) The development of knowledge in response to social need. The scientific method and the formation of hypotheses. There will be a focus on challenging existing beliefs and justifying personal beliefs. Ethnomathematics and ethnoscience, i.e. mathematical and scientific beliefs of indigenous cultures.
c) The nature and role of problem solving. Induction and deduction in mathematics and science. The role of patterning and generalisations.
d) Using problem-oriented approaches to knowledge construction, you will explore mathematical and scientific content from a range of topics.

Approaches to Teaching and Learning

This unit will be offered using a mix of lectures, tutorials, and laboratory sessions. A major effort will be placed on an inquiry-oriented approach. Instruction will encourage you to be interactive and work cooperatively with peers. A supportive learning environment will encourage you to articulate ideas, generate lively and rich discussions and communicate results. Lecture notes, tutorials and references will be posted regularly on the Blackboard site. First Year Experience principles will be applied as appropriate.

Assessment

APA referencing is required for all assessment items. Assessment in this unit is both formative and summative. Formative assessment is provided through feedback in tutorial sessions and/or online forums, e-mail discussions and via written comments on initial assignment work. There are three items of summative assessment:

Assessment name: Initial Reflection
Description: Initial Reflection
Word Length: Approximately 500 words
Relates to objectives: 1 - 5
Weight: 10%
Internal or external: Internal
Group or individual: Individual
Due date: Early semester

Assessment name: Reflective Portfolio
Description: Reflective Portfolio
Word Length: Approximately 2500 words.
Relates to objectives: 1 - 5
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: End semester

Assessment name: Micro-teaching
Description: Micro-teaching
Word Length: Equivalent to 1000 words.
Relates to objectives: 1 - 5
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Throughout 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

Pedagogical emphasis - additional pedagogy references are available on the Blackboard site.

Dawson V. & Venville, G. (2008) The Art of Teaching Primary Science. Crows Nest, NSW: Allen & Unwin.Killin, R. (2004). Effective teaching strategies: Lessons from research and practice. Katoomba, NSW: Social Science Press.

General interest - additional general interest references are available on the Blackboard site.

McLoughlin, J. G. (2002). Calendar problems from the mathematics teacher. Reston, VA: National Council of Teachers of Mathematics
Sobel, D. (1997). Longitude. London: The Fourth Estate.
Suzuki, D. (2006), The Autobiography. Allen & Unwin. Vancouver.

Risk assessment statement

This unit may entail working in sites where potentially hazardous materials are used. To participate in these activities you must follow any instructions given by your lecturer and you must abide by the regulations set out in the Health and Safety Student Guide pamphlet provided to you by the School of Mathematics, Science and Technology Education. It is your responsibility to ensure that you have a copy of this pamphlet and that you have read the contents of the document. Workplace health and safety protocols apply in relation to computer use.

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: 31-Oct-2012