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

Science courses should be relevant to students' lives, equip them to become scientifically literate citizens and generate interest in the sciences. Science plays a crucial role in society and the responsibilities assumed by teachers to develop interest and scientifically literate students is enormous. In this third curriculum unit you will expand and integrate the knowledge you have previously acquired in the first two curriculum units, and demonstrate proficiency in the application of this knowledge. You will also explore and critique some of the contextual, philosophical and policy issues impacting on the teaching of science at local, national and international level.

Aims

The aims of the unit are to enable you to:

• critically and plan competently to use contemporary science teaching strategies to enhance learning opportunities for all your future students;



• explore the complexity of teachers' work by critically analysing the impacts that national and global initiatives have on science teaching and how these impact planning.

Objectives

On completion of this unit you should be able to:

1. Demonstrate personal and professional understanding of how to design and implement engaging and flexible science learning experiences for individuals and groups; (QCT standard 1)

2. Demonstrate effective teaching practices and an understanding of the knowledge necessary to develop inquiry learning programs that promote the construction of personal knowledge of scientifically literacy and curriculum frameworks relevant to the sciences in years 11 and 12 (QCT Standard 3)

3. Demonstrate understanding of techniques for planning, implementing and monitoring safe independent and group work strategies and effectively using a range of teaching resources such as study centres, museums and ICT in science education; (QCT Standard 7)

4. Identify, and critique the involvement roles and responsibilities of school-based and other professional teams, organisations and industries available for supporting student learning of science. (QCT Standard 9)

Content

This unit will cover the following topics:

• addresses the design of major units of work aligned to years 11 and 12 science;



• key concepts will include models of curriculum design, models of teaching, evaluation and assessment strategies, classroom teaching strategies, student learning in science and the role of contextual factors in promoting effective student centred learning.

Approaches to Teaching and Learning

You will explore the theoretical concepts in this unit through a range of teaching strategies - for example, workshops, group work, demonstrations, project based learning and self-directed learning. These are augmented by the use of email, Blackboard discussion forums, and appropriate library and web-based activities.

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. You are encouraged to use the assessment tasks in this unit to add to the Resources Toolkit that you set up in Education Studies 1. Summative evaluation will take the form of a comprehensive unit plan.

Assessment name: Professional Plans
Description: Group work program and individual justification
Relates to objectives: 2, 3 & 4.
Weight: 50%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: Early Semester

Assessment name: Professional Plans
Description: Unit program and justification (excluding appendices, graphics etc)
Length: 1500 words
Relates to objectives: 1, 2, 3 & 4.
Weight: 50%
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:

Venville, G., & Dawson, V. (2004). The art of science teaching. Sydney: Allen & Unwin.

Students will be expected to have access to relevant syllabus documents

References:
Clement, J. J. & Rea-Ramirez, M. A. (2008). Model based learning and instruction in science. Springer.

Dept.of Ed (1997). Aspects of Science Management: A Reference manual for Schools. Brisbane: Author.

Goodrum, D., Hackling M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools. Canberra: Department of Education, Science and Training. http://www.dest.gov.au/schools/publications/2001/science/index.htm

Killin, R. (2004). Effective teaching strategies: Lessons from research and practice. Katoomba, NSW: Social Science Press.

Risk assessment statement

There are no out of the ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer and the use of other laboratory equipment and resources 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: 31-Oct-2012