units

EDF5138

Faculty of Education

Postgraduate - Unit

This unit entry is for students who completed this unit in 2015 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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

LevelPostgraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Clayton Second semester 2015 (Online)
Coordinator(s)Dr Stephen Keast (Clayton, day); Dr Bec Cooper (Clayton, online)

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5137).

Synopsis

This unit broadens students' thinking about learning and teaching science by introducing them to ways of engaging learners in real-world science building a strong foundation for career-long professional learning. It provides students with the opportunity to develop their planning and teaching skills and emphasises the importance of reflection and continual development of teaching practice. This unit draws on concepts from constructivist theories of learning, pedagogical content knowledge and critical reflection, enabling pre-service teachers to apply evidence-based teaching approaches that successfully facilitate student learning. Students build understanding that learning and teaching science is more about creating a scientifically literate community than it is about content and correct answers. Pre-service teachers are assisted to trial and critique a wide variety of purposeful and effective teaching strategies including the implementation of information and communication technology (ICT) skills and techniques considered essential for establishing a productive, diverse and sustainable secondary classroom. The unit emphasises a view of learning about teaching as an ongoing, collaborative process that is developed through engaging with theory, research and critical reflection on experience.

Outcomes

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

  1. explore ways of facilitating students in their explorations of their own questions and investigations
  2. develop competence in planning and implementing lessons and units of work
  3. become sensitised to the real world of the learners in their classrooms and develop an appreciation for providing learning experiences that are meaningful to students
  4. develop a personal approach to teaching science, through the exploration and experience of a variety of learning and teaching strategies
  5. demonstrate an awareness of the ways in which science education research helps inform teacher practice to enhance student understanding of science concepts across a range of disciplines
  6. critically understand the principles of curriculum design as these relate to the content of current general science curricula
  7. demonstrate inclusive practices in the teaching of science that account for the diverse experiences and social and cultural backgrounds of their students
  8. use and creatively integrate information and communication technologies to enhance student engagement and conceptual understanding.

Assessment

Research report (2000 words, 50%)
Reflective task and classroom presentation (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 3 contact hours per week

(b.) Additional requirements:

  • independent study to make up the remaining hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites