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

The teaching of science in Years 8-10 is predicated on teachers being passionate about science, possessing a good knowledge of science itself, having a repertoire of teaching strategies, and understanding student learning. Effective science teachers demonstrate an understanding of the complex dynamics within classroom learning environments and a capacity to analyse these dynamics. Thus, this unit is about praxis or relationship between theory and practice. Becoming an effective teacher of science requires you to adopt theoretically justified pedagogical approaches and curricula that motivate a diverse range of students in the compulsory years of high school to engage in activities that might lead to deeper understanding of key ideas in science.

Aims

The aim of this unit is to provide you with opportunities to examine core educational theory in order to understand the basis for teaching and learning in science and thus establishing and managing effective learning environments. You will also have the opportunity to reflect critically on your own learning.

Objectives

On completion of this unit you should be able to:

1. Design engaging and flexible learning experiences in science for class groups (Standard 1)

2. Design learning experiences in science that develop language and literacy (Standard 2)

3. Design intellectually challenging learning experiences (Standard 3)

4. Design and implement learning experiences that value diversity (Standard 4)

5. Contribute effectively to professional teams (Standard 9)

6. Commit to reflective practice and ongoing professional renewal (Standard 10)

Content

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

1. An introduction to the structure, philosophy and purpose of relevant national and international curricular guidelines and syllabus documents and their role in framing teaching programs.

2. Pedagogies and learning theories relevant to the sciences.

3. The impact that different cultural contexts might have on teaching science .

4. Teaching strategies for the sciences .

5. Principles of planning and reflection for effective teaching.

Approaches to Teaching and Learning

Internal Mode
As an internal student you will experience a range of teaching strategies - for example, lectures, tutorials, group work, demonstrations and self-directed learning. These are augmented by the use of email, Blackboard discussion forums, and appropriate library and web-based activities.

Internet mode
As an internet student you will access the Unit Outline, learning modules (with activities) and selected readings from the Blackboard site. Your participation in on-line discussion forums or alternative interactive strategies is expected.

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 an essay and lesson plan (and reflection).

Assessment name: Essay
Description: Length: 1500 words
Due Date: Internal Students: End of Semester
Internet Students: Mid Semester
Relates to objectives: 1, 2, 3, & 4
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: See description

Assessment name: Lesson Design
Description: Length: up to 2000 words
Due Date: Internal Students: Scheduled throughout Semester
Internet Students: End of Semester
Relates to objectives: 1, 2, 3, 4, 5, & 6
Weight: 60%
Internal or external: Both
Group or individual: Individual
Due date: See description

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

Course Materials Database (CMD) Readings. Unit Online Learning and Teaching (Balckboard) site, QUT

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

References

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

Students will be expected to have access to relevant syllabus documents. Alternative syllabus documents from other relevant educational systems may be substituted.

Department of Education, (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

National Academy of Sciences. (1995) National science education standards.. National Academy Press. ISBN 0-309-05326-9 Available on line at http://www.nap.edu/books/0309053269/html/index.html.

QCA. (nd). National Curriculum in science. (UK). London: Qualification and Curriculum Authority. http://www.nc.uk.net/download/cSci.pdf

Risk assessment statement

There are no out-of-the-ordinary risks associated with this unit. However students must be familiar with the procedures for the safe handling of science equipment and materials and are expected to complete and submit a completed risk assessment proforma before conducting any experiments. The assessment must include safety and risk management procedures. Reference should be made to relevant safety guidelines in references such as Aspects of Science Management: A Reference manual for Schools (Department of Education, 1997) and other specific safety information, e.g., and Material Safety Data Sheets (MSDS) and Department of Education Modules (DOEM).

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