Unit convenor and teaching staff |
Unit convenor and teaching staff
Coordinator
Hye-Eun Chu
Contact via 98508002
29WW, Room 237
Every Friday 1 pm to 2 pm.
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
TEP401(S) and (TEP433 or EDTE433)
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Corequisites |
Corequisites
TEP402
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit builds on EDTE433. Curricula, resources and instructional strategies appropriate for the teaching of Biology, Chemistry, Physics, and Earth and Environmental Sciences for Senior Science in Years 11 and 12 are examined. It is linked to the school experience gained in TEP402.
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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:
Submitting Assignments
● Assignments 1 and 2 (except lesson plan) should be about 1500-2000 words in length, word-processed and designed in such a way as to benefit your own understanding of the science teaching process. It should be well written and reflect your own opinions and demonstrate critical thinking ability.
● Reference your work using the current APA style. Consult the APA style guide located on the Library website.
● Make sure you keep a copy of your assignment in case it gets lost.
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Final Submissions
Assignment extensions and late penalties
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a Special Consideration request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. 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.
In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, see:
https://students.mq.edu.au/study/my-study-program/special-consideration
Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
No assessable work will be accepted after the return/release of marked work on the same topic. 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.
Special Considerations
The Special Consideration provision is to support students who have been impacted by circumstances that are unexpected, unavoidable, significantly disruptive and beyond the student’s control, and which may affect their performance in assessment.
The University classifies a circumstance as serious and unavoidable if it:
The following link takes you to the Special Considerations policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.
Requesting a remark 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 remark 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 judgments.
Please note: The outcome of a re-marks may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.
Name | Weighting | Hurdle | Due |
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Current Science Issues | 40% | No | 14 Sep 2018 |
Teaching and Assessment | 50% | No | 9 Nov 2018 |
Engagement | 10% | No | all weeks |
Due: 14 Sep 2018
Weighting: 40%
The purpose of this task is for you to consider media reports of recent breakthroughs in science research and their place within the stage 6 science syllabus (Physics, Chemistry, Biology, Earth and Environmental Science) in Year 11. This assignment is an opportunity for you to develop the skill of interpreting research findings in science to relate them to the lives of adolescents.
Two 20% tasks: one in 1st teaching subject and the other in 2nd teaching subject.
Due: 9 Nov 2018
Weighting: 50%
The purpose of this task 2 is for you to become familiar with the stage 6 science syllabus (Physics, Chemistry, Biology, Earth and Environmental Science) in Year 12 and assessment. This task 2 has two components – written (40%) and science practical activity (10%). You must complete both components.
Due: all weeks
Weighting: 10%
Consistently contributes to group activities and discussion including online environments; consistently responds very thoughtfully to other students' comments.
1. About this unit
This unit builds on the EDTE 433, TEP401 and TEP395. Curricula, resources and instructional strategies appropriate for the teaching of Biology, Chemistry, Physics and Earth and Environmental Sciences and General Science for Senior Science Years 11-12 are examined. The EDTE 434 is linked to professional experience gained in TEP 401/402. Students complete methodology studies in two of the four science specialist areas listed below but may attend all areas if they want to.
Students must take a major option (science subject studied to the third year at university) and a minor option (science subject studied to at least first year and preferably to the second year at university).
2. Classes
EDTE Science Laboratory E7B317 – the location of all classes
The Science Curriculum Laboratory is available for EDTE 434 student use. At times the laboratory is closed so that workshops can be prepared. Students are asked not to disturb the laboratory staff at these times. There will be some variations in opening times during the semester - students are asked to double check on these times. Please phone/email Ms. Kanoun to check the availability of the laboratory ahead of time.
In the interests of safety and security, students are asked to inform the laboratory assistant when entering and leaving the area. You are required to wear appropriate shoes and safety glasses at all times when conducting experimental work. Doors must be left locked. Note: Children are NOT permitted in the Laboratory OR the Preparation Room.
All workshops focus on strategies for teaching these subjects at the senior level and assume a level of content knowledge covered by the respective syllabus documents. Each subject area will incorporate relevant aspects of the Stage 6 General Science Syllabus. If your content knowledge of chemistry or physics is inadequate and you wish to attend these workshops, then it is advisable to complete first-year units in chemistry or physics or to revise the relevant areas prior to the workshops each week.
3. Readings and resources
Recommended Readings:
Hassard, J., & Dias, M. (2009). The art of teaching science: Inquiry and innovation in middle school and high school. New York: Routledge.
Harrison, A., & Coll, R. (Eds.) (2008). Using analogies in middle and secondary science classrooms. Thousand Oaks: Corwin Press.
Lewis, C.C., & Hurd, J. (2011). Lesson study step by step: How teacher-learning communities improve instruction. Portsmouth, NH: Heinemann.
NSW Education Standards Authority (2017). Science Stage 6 Syllabuses. Sydney: NESA.
Rapporteur, M. H. (2010). Exploring the intersection of science education and 21st-century skills: a workshop summary. Washington, D.D: The National Academies Press.
Venville, G., & Dawson, V. (Eds.). (2012). The art of teaching science: For middle and secondary school. Sydney: Allen & Unwin.
Wiliam, D. & Thompson, M. (2007). Integrating assessment with instructions: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning. Mahwah, NJ: Lawrence Erlbaum.
Xiufeng Lui. (2010). Essentials of science classroom assessment. London: SAGE.
Some useful websites:
NSW Education Standards Authority, Years 11-12
https://arc.nesa.nsw.edu.au/go/hsc/
NSW Education Standards Authority, Stage 6 syllabus
https://syllabus.nesa.nsw.edu.au/stage-6/
NSW Department Education
AAAS Science Assessment
Australian Academy of Science
AISTL, Lesson Study
https://www.aitsl.edu.au/tools-resources/resource/lesson-study
International Journal of Lesson Study
http://www.emeraldinsight.com/doi/full/10.1108/20468251311323397
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:
Undergraduate 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).
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 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.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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.
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:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
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:
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:
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:
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:
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:
Date | Description |
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06/07/2018 | The task 2 title was edited (Teaching and assessment of HSC -> Teaching and assessment) |