Faculty of Education

Undergraduate, Postgraduate - Unit

This unit entry is for students who completed this unit in 2013 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

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LevelUndergraduate, Postgraduate
FacultyFaculty of Education
OfferedClayton Second semester 2013 (Day)
Clayton Second semester 2013 (Off-campus)
Coordinator(s)Associate Professor Deborah Corrigan


This unit is Part B of a two-part unit and must be taken in conjunction with Part A (EDF4847).


This unit builds upon EDF4847 in preparing students to teach chemistry in secondary schools and colleges both as a specialist unit in senior years (Years 11 and 12) and within the junior science curriculum (Years 7 to 10). Pre-service teachers continue to build an understanding of the importance of developing an effective pedagogy for teaching chemistry through the use of critical reflection. An awareness of problematic chemistry content and evidence-based teaching approaches that better facilitate student conceptual understanding will be explored. Students will trial a wide variety of effective teaching strategies and be encouraged to build ICT skills and techniques essential for establishing a productive and engaging secondary science classroom. The unit will highlight the importance of setting personal and professional goals and actively seeking professional learning programs that contribute to the ongoing improvement of one's professional classroom practice. Methods for assessing and monitoring student learning in chemistry will be explored further. The relationship between science, technology and society, the cultural context for chemistry, the nature of chemistry as a discipline, the values that underpin chemistry and the relevance of chemistry to students' lives will be a focus of this unit.


Upon successful completion of this unit students should be able to:

  1. use appropriate chemistry content for Years 7 to 12 that takes into account the intelligibility, plausibility and fruitfulness of this content
  2. use appropriate contexts for the teaching of chemistry content that accounts for the experiences, social and cultural backgrounds of their clientele
  3. select appropriate teaching strategies and support resources (human and material) for teaching chemistry
  4. select and use a range of teaching procedures that will foster motivation and purposeful, independent learning in their students
  5. critically understand the curriculum and pedagogy of chemistry
  6. develop a philosophy for what chemistry teaching means
  7. develop an appreciation for the relationship between science, technology and society and the cultural context for chemistry
  8. demonstrate awareness of the barriers raised by traditional science and chemistry curricula
  9. value the practice of real-world chemistry
  10. develop as professionals that are knowledgeable, skilful, flexible and compassionate in their practice and who are guided by a sense of social and ethical responsibility.


Assessment Task 1: Chemistry education portfolio (2000 words 50%)
Assessment Task 2: Chemistry curriculum research project (2000 words 50%)

Chief examiner(s)

Contact hours

Average per week of 3 hours contact plus approximately 15 hours in self-directed study in non-placement weeks and an additional intensive contact session.


EDF4847 Chemistry education in the secondary years A or EDF4113 General science education


EDF4403 Chemistry education