Unit convenor and teaching staff |
Unit convenor and teaching staff
Hye Eun Chu
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
TEP388
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Corequisites |
Corequisites
TEP401
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Co-badged status |
Co-badged status
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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.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Hurdle | Due |
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Reflective practice | 40% | No | Week 7 |
Investigating learners’ views | 50% | No | Week 13 |
On-going assessment | 10% | No | all weeks |
Due: Week 7
Weighting: 40%
The aim of the assignment is to give you the opportunity to develop your expertise in inquiry-based, student-centered science teaching by using this approach in one lesson of your choice and engaging in reflection on this lesson. Suggested time is 28 hours (total 1600-2000 words).
Due: Week 13
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.
Due: all weeks
Weighting: 10%
Consistently contributes to group activities and discussion including online environments; consistently responds very thoughtfully to other students' comments
About this unit
This is a three-credit point workshop-based unit (1hour lecture and 2hours tutorials). The areas of study in EDTE433 include the history and philosophy of science, the use of scientific language, writing/reading in science, classroom management, ICT for learning about science, group work and discussion, assessment, along with children’s ideas about science and how these might differ from those presently held by members of the scientific community. Work will continue on lesson planning and implementation according to the prerequisite units. In each workshop session, detailed strategies for the teaching and learning of each of the prescribed focus areas, contexts and domains of the current NSW Stage 4/5 science syllabus will be presented and discussed in terms of their effectiveness. This will then be linked together with the Stage 6 science syllabus documents and discussion of the National Curriculum for science as appropriate.
Many of the workshop strategies are hands-on so that students are able to gain a practical knowledge of activities that can be used in science classrooms at the junior secondary level. The workshops are organized to model a school classroom, where effective learning and teaching takes place including the use of laptops. Each workshop provides a choice of activities usually negotiated by the students in small groups. The lecturer’s role is to provide guidance where necessary and highlight important issues in the overall theme of the workshop along with current, relevant science education research. Students are expected to participate in all workshops as individuals, in small groups, and as a whole class.
Recommended Readings:
Required Texts
Students must have access to the following syllabus document:
NSW Education Standards Authority (2017). Science K-10 Syllabus. Sydney: NESA. http://syllabus.nesa.nsw.edu.au/science/
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.
Liversidge, T., Cochrane, M. Kerfoot, B., & Thomas, J. (2009). Teaching science: 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. (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.
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
Keywords 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 assessment, and teaching, multi-media, technology, gender, group work, concept maps, computer, Internet, ICT, formative assessment, integrative approach in Science, STEM/STEAM approaches, Education for Sustainable Development in Science, inquiry-based teaching
Learning Strategies: children’s science, alternative frameworks, conceptual change, misconceptions, constructivism, ESL, ICT, problem-solving, controversial issues, discovery/inquiry learning, group work, individual instruction.
Relevant websites
Australian Curriculum and Assessment: [http://www.acara.edu.au]
Australian Institute for Teaching and School Leadership: [http://www.aitsl.edu.au]
NSW Education Standards Authority: [http://educationstandards.nsw.edu.au/wps/portal/nesa/home ]
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]
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