Students
ECHE4300 – Teaching and Learning Science and Technology
2020 – Session 2, Special circumstance
Notice
As part of Phase 3 of our return to campus plan, most units will now run tutorials, seminars and other small group learning activities on campus for the second half-year, while keeping an online version available for those students unable to return or those who choose to continue their studies online.
To check the availability of face to face activities for your unit, please go to timetable viewer. To check detailed information on unit assessments visit your unit's iLearn space or consult your unit convenor.
General Information
Download as PDF
| Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor and Lecturer
Anne Forbes
Tutor
John Johnstone
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|---|---|
| Credit points |
Credit points
10
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| Prerequisites |
Prerequisites
130cp including ECH335 or ECHE234 or ECHE2340
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit builds on the knowledge gained in previous units, further developing student's knowledge of the principles and practices of teaching and learning science and technology. Students explore a range of strategies for assessing children's scientific understandings, and use knowledge of curricula, resources and teaching strategies to design and implement lesson sequences to enhance the growth of children's scientific thinking. Students examine information and communication technology as a tool for learning and explore issues related to the use of technology in the classroom. The integration of science and technology into other learning areas and differentiating curriculums to meet the diverse needs of learners are also addressed.
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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:
- ULO1: Develop further understanding of the major theoretical and research directions and current resources in science education.
- ULO2: Design lesson sequences and units of work that: enhance the growth of children's scientific thinking, reflect current issues in research and integrate other curriculum areas.
- ULO3: Demonstrate knowledge of scientific concepts, processes and resources related to the made environment in the contexts of physical phenomena, information and products.
- ULO4: Demonstrate research based knowledge of teaching and learning approaches to differentiating curriculum to meet the diverse needs of learners in the science classroom.
- ULO5: Demonstrate effective science teaching and learning strategies for meeting the needs of indigenous students.
- ULO6: Integrate information and communication technologies (ICT) and critical evaluation of resources within effective teaching and learning strategies to expand opportunities for professional learning and scientific thinking.
General Assessment Information
Assignment extensions and late penalties
- In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same, see: https://students.mq.edu.au/study/my-study-program/special-consideration
- Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.
- Late submissions: Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
- If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
- Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.
Requesting a re-assessment of an assignment
If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.
Note: Failed assessments cannot be re-marked as they are all double-marked as a part of the moderation process.
Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Science workshop activities and portfolio | 50% | Yes | Week 8 02/10/20 |
| Learning sequence | 50% | No | Week 13 06/11/20 |
Science workshop activities and portfolio
Assessment Type 1: Practice-based task
Indicative Time on Task 2: 30 hours
Due: Week 8 02/10/20
Weighting: 50%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Students will participate in, and present hands-on activities related to developing learners' conceptual understandings in science and technology and submit a portfolio.
On successful completion you will be able to:
- Develop further understanding of the major theoretical and research directions and current resources in science education.
- Demonstrate knowledge of scientific concepts, processes and resources related to the made environment in the contexts of physical phenomena, information and products.
- Integrate information and communication technologies (ICT) and critical evaluation of resources within effective teaching and learning strategies to expand opportunities for professional learning and scientific thinking.
Learning sequence
Assessment Type 1: Essay
Indicative Time on Task 2: 30 hours
Due: Week 13 06/11/20
Weighting: 50%
Plan a learning sequence to develop science and design technology skills, knowledge, and understandings of science concepts for primary school students.
On successful completion you will be able to:
- Develop further understanding of the major theoretical and research directions and current resources in science education.
- Design lesson sequences and units of work that: enhance the growth of children's scientific thinking, reflect current issues in research and integrate other curriculum areas.
- Demonstrate knowledge of scientific concepts, processes and resources related to the made environment in the contexts of physical phenomena, information and products.
- Demonstrate research based knowledge of teaching and learning approaches to differentiating curriculum to meet the diverse needs of learners in the science classroom.
- Demonstrate effective science teaching and learning strategies for meeting the needs of indigenous students.
- Integrate information and communication technologies (ICT) and critical evaluation of resources within effective teaching and learning strategies to expand opportunities for professional learning and scientific thinking.
1 If you need help with your assignment, please contact:
- the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
- the Writing Centre for academic skills support.
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Delivery and Resources
There is an expectation that you complete the scholarly reading in this unit. It is an integral part of your study for ECHE4300.
Prescribed Text:
Skamp, K. & Preston, C. (Eds.) (2017). Teaching Primary Science Constructively (6th ed.). Cengage Learning.
Science: Syllabus Documents and Support Materials
NESA (2017). NSW Science and Technology K-6 syllabus. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/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/study/getting-started/student-conduct
Results
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@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 help you improve your marks and take control of your study.
The Library provides online and face to face support to help you find and use relevant information resources.
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
If you are a Global MBA student contact globalmba.support@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.