Students
EDTE433 – Science in the Secondary School I
2016 – S1 Day
General Information
Download as PDF
| Unit convenor and teaching staff |
Unit convenor and teaching staff
Hye Eun Chu
|
|---|---|
| Credit points |
Credit points
3
|
| Prerequisites |
Prerequisites
TEP388(P)
|
| Corequisites |
Corequisites
TEP401
|
| Co-badged status |
Co-badged status
|
| Unit description |
Unit description
This unit builds on TEP388 and introduces students to modern approaches for the teaching and learning of Science in secondary schools. Curricula, resources and instructional strategies appropriate to teaching Science are examined, with particular attention to years 7-10 and Senior Science. It is linked to the school experience gained in TEP401.
|
Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- 1 a knowledge of the changing policy context of secondary schooling in NSW (BOSTES, NSWDET) and Australia (ACARA) with specific reference to science
- 2 the ability to plan and present sequential lessons based on evidence collected during the professional experience (TEP401)
- 3 a developing knowledge of both formal and informal assessment procedures in current use in secondary science classrooms;
- 4 the ability to reflect on and critique one’s own professional practice with due regard to the input provided by experienced science teacher(s);
- 5 a working knowledge of the relevant syllabus science documents from both the BOSTES (NSW) and National Curriculum (ACARA);
- 6 the ability to interpret research findings both in science and science education and relate these where appropriate to adolescent’s understandings in science, their lives and to current syllabus documents;
- 7 to think critically about their use of information and communication technologies (ICT) to enhance the quality of learning and teaching to engage students with science;
- 8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Website Evaluations | 10% | 24 March 2016 |
| Reflexive practice | 40% | 19 May 2016 |
| conceptual understanding | 50% | 16 June |
Website Evaluations
Due: 24 March 2016
Weighting: 10%
The aim of this assignment is for you to critique a science website for the specific purpose of science teaching. The assignment will assist you in the further selection of websites for science learning/teaching at a junior secondary school. Teachers often use the following websites either for Stage 4/5 or for a specific science subject in Stage 6. Suggested time for this assignment is 6 hours.
On successful completion you will be able to:
- 5 a working knowledge of the relevant syllabus science documents from both the BOSTES (NSW) and National Curriculum (ACARA);
- 7 to think critically about their use of information and communication technologies (ICT) to enhance the quality of learning and teaching to engage students with science;
- 8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Reflexive practice
Due: 19 May 2016
Weighting: 40%
The aim of the assignment is to give you the opportunity to develop your expertise in inquiry-based, student-centred science teaching by using this approach in one lesson of your choice during your professional practice (TEP401), and engaging in reflection on this lesson. Suggested time is 24 hours. This does not include the time spent at school because this is part of your TEP401 requirements.
On successful completion you will be able to:
- 1 a knowledge of the changing policy context of secondary schooling in NSW (BOSTES, NSWDET) and Australia (ACARA) with specific reference to science
- 2 the ability to plan and present sequential lessons based on evidence collected during the professional experience (TEP401)
- 4 the ability to reflect on and critique one’s own professional practice with due regard to the input provided by experienced science teacher(s);
- 5 a working knowledge of the relevant syllabus science documents from both the BOSTES (NSW) and National Curriculum (ACARA);
- 6 the ability to interpret research findings both in science and science education and relate these where appropriate to adolescent’s understandings in science, their lives and to current syllabus documents;
conceptual understanding
Due: 16 June
Weighting: 50%
The aim of this assignment is to provide you with the opportunity to develop research skills for diagnosing and solving problems in the classroom (See GC3 in the Graduate Capabilities section). Suggested time is 30 hours. This does not include the time spent at school because this is part of your TEP401 requirements.
On successful completion you will be able to:
- 3 a developing knowledge of both formal and informal assessment procedures in current use in secondary science classrooms;
- 5 a working knowledge of the relevant syllabus science documents from both the BOSTES (NSW) and National Curriculum (ACARA);
- 6 the ability to interpret research findings both in science and science education and relate these where appropriate to adolescent’s understandings in science, their lives and to current syllabus documents;
- 8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Delivery and Resources
Required Texts
Students must have access to the following syllabus document:
Board of Studies Teaching & Educational Standards. (2012). Science K-10 Syllabus. Sydney: BOSTES. http://syllabus.bos.nsw.edu.au/science/
Venville, G., & Dawson, V. (Eds.). (2012). The art of teaching science: For middle and secondary school. Sydney: Allen & Unwin.
Recommended Texts
Alsop. S. & Hicks, K. (2001). Teaching science – A handbook for primary and secondary teachers. London: Kogan Page.
Arthur-Kelly, M., Lyons, G., Butterfield, N.D., & Gordon, C. (2006). Classroom management. Melbourne: Thomson.
Bell, R. L., Gess-Newsome, J., & Luft, J. (2008). Technology in the secondary science classroom. Arlington: NSTA Press.
Bybee, R. Powell, J., & Trowbridge, L. (2008). Teaching secondary school science. Strategies for developing scientific literacy. Upper Saddle River: Merrill Prentice Hall.
Chiappetta, E., & Koballa, T. (2010). Science instruction in the middle and secondary schools. Upper Saddle River: Merrill Prentice Hall.
Harrison, A., & Coll, R. (Eds.) (2008). Using analogies in middle and secondary science classrooms. Thousand Oaks: Corwin Press.
Hassard, J., & Dias, M. (2009). The art of teaching science: Inquiry and innovation in middle school and high school. New York: Routledge.
Developing as a reflective secondary teacher. London: SAGE.
Monk, M., & Osborne, J. (2000). Good practice in science teaching - what research has to say. Buckingham: Open University Press.
Mortimer, E, F., & Scott, P. (2003). Meaning making in secondary science classrooms. Maidenhead: Open University Press.
Ratcliffe, M., & Grace,M. (2003). Science education for citizenship: Teaching socio-scientific issues. Maidenhead: Open University Press.
Skamp, K. (Ed.) (2012). Teaching primary science constructively (4th ed.). Melbourne: Thomson. Venville, G., & Dawson, V. (2004). The art of teaching science. Sydney: Allen & Unwin.
Venville, G., & Dawson, V. (Eds.). (2012). The art of teaching science: For middle and secondary school. Sydney: Allen & Unwin.
Wellington, J. (2006). Secondary education the key concepts. London: Routledge.
Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Buckingham: Open University Press.
Xiufeng Lui. (2010). Essentials of science classroom assessment. London : SAGE.
Science education journals in Macquarie University library
Please note: Many of these journals are available electronically from the library.
Teaching Science (The journal of the Australian Science Teachers Association)
International Journal of Science Education
Journal of Biology Education
Journal of Chemical Education
Journal of Research in Science Education
Research in Science Education
School Science and Mathematics
School Science Review
Science Education
Studies in Science Education
Key words which might assist in your ERIC search
Science activities, curriculum, instruction programs, experiments, biology, physics, chemistry, environmental studies/science, geology, real science, authentic science
Secondary School high school, elementary, secondary, ESL, Indigenous
Teachers science teachers, beginning teachers, student teachers, mentors, exemplary teachers
Teaching Methods quality teaching, diagnostic teaching, multi-media, technology, gender, group work, concept maps, computer, Internet, ICT
Learning Strategies children’s science, alternative frameworks, conceptual change, misconceptions, constructivism, ESL, ICT, problem solving, controversial issues, discovery learning, group work, individual instruction.
Relevant websites
Australian Curriculum, Assessment and Reporting Authority: [http://www.acara.edu.au]
Australian Institute for Teaching and School Leadership: [http://www.aitsl.edu.au]
Board of Studies, Teaching & Educational Standards: [http://www.boardofstudies.nsw.edu.au]
NSW Department of Education: [http://www.dec.nsw.gov.au]
NSW Teachers Federation – Future Teachers: [http://futureteachers.org.au/]
NSW Independent Education Union: [http://www.ieu.asn.au/]
NSW Association of Independent Schools: [https://www.aisnsw.edu.au/Pages/default.aspx]
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- 1 a knowledge of the changing policy context of secondary schooling in NSW (BOSTES, NSWDET) and Australia (ACARA) with specific reference to science
- 2 the ability to plan and present sequential lessons based on evidence collected during the professional experience (TEP401)
- 4 the ability to reflect on and critique one’s own professional practice with due regard to the input provided by experienced science teacher(s);
- 6 the ability to interpret research findings both in science and science education and relate these where appropriate to adolescent’s understandings in science, their lives and to current syllabus documents;
Assessment task
- Reflexive practice
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Learning outcomes
- 3 a developing knowledge of both formal and informal assessment procedures in current use in secondary science classrooms;
- 6 the ability to interpret research findings both in science and science education and relate these where appropriate to adolescent’s understandings in science, their lives and to current syllabus documents;
- 7 to think critically about their use of information and communication technologies (ICT) to enhance the quality of learning and teaching to engage students with science;
- 8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Assessment tasks
- Website Evaluations
- conceptual understanding
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- 1 a knowledge of the changing policy context of secondary schooling in NSW (BOSTES, NSWDET) and Australia (ACARA) with specific reference to science
- 2 the ability to plan and present sequential lessons based on evidence collected during the professional experience (TEP401)
- 3 a developing knowledge of both formal and informal assessment procedures in current use in secondary science classrooms;
- 4 the ability to reflect on and critique one’s own professional practice with due regard to the input provided by experienced science teacher(s);
- 5 a working knowledge of the relevant syllabus science documents from both the BOSTES (NSW) and National Curriculum (ACARA);
- 6 the ability to interpret research findings both in science and science education and relate these where appropriate to adolescent’s understandings in science, their lives and to current syllabus documents;
- 7 to think critically about their use of information and communication technologies (ICT) to enhance the quality of learning and teaching to engage students with science;
- 8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Assessment tasks
- Website Evaluations
- Reflexive practice
- conceptual understanding
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- 1 a knowledge of the changing policy context of secondary schooling in NSW (BOSTES, NSWDET) and Australia (ACARA) with specific reference to science
- 2 the ability to plan and present sequential lessons based on evidence collected during the professional experience (TEP401)
- 3 a developing knowledge of both formal and informal assessment procedures in current use in secondary science classrooms;
- 4 the ability to reflect on and critique one’s own professional practice with due regard to the input provided by experienced science teacher(s);
- 5 a working knowledge of the relevant syllabus science documents from both the BOSTES (NSW) and National Curriculum (ACARA);
- 6 the ability to interpret research findings both in science and science education and relate these where appropriate to adolescent’s understandings in science, their lives and to current syllabus documents;
- 8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Assessment tasks
- Reflexive practice
- conceptual understanding
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- 1 a knowledge of the changing policy context of secondary schooling in NSW (BOSTES, NSWDET) and Australia (ACARA) with specific reference to science
- 2 the ability to plan and present sequential lessons based on evidence collected during the professional experience (TEP401)
- 3 a developing knowledge of both formal and informal assessment procedures in current use in secondary science classrooms;
- 4 the ability to reflect on and critique one’s own professional practice with due regard to the input provided by experienced science teacher(s);
- 6 the ability to interpret research findings both in science and science education and relate these where appropriate to adolescent’s understandings in science, their lives and to current syllabus documents;
- 8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Assessment tasks
- Reflexive practice
- conceptual understanding
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- 1 a knowledge of the changing policy context of secondary schooling in NSW (BOSTES, NSWDET) and Australia (ACARA) with specific reference to science
- 2 the ability to plan and present sequential lessons based on evidence collected during the professional experience (TEP401)
- 4 the ability to reflect on and critique one’s own professional practice with due regard to the input provided by experienced science teacher(s);
- 6 the ability to interpret research findings both in science and science education and relate these where appropriate to adolescent’s understandings in science, their lives and to current syllabus documents;
- 7 to think critically about their use of information and communication technologies (ICT) to enhance the quality of learning and teaching to engage students with science;
- 8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Assessment tasks
- Website Evaluations
- Reflexive practice