Unit convenor and teaching staff |
Unit convenor and teaching staff
Hye Eun Chu
Katherine Stewart
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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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 provides students with opportunities to challenge their views about the nature of Science, to engage with Science in its many facets and to communicate ideas about Science. Students are exposed to Science enthusiasts and are encouraged to actively participate in hands-on practical work both inside and beyond the Science laboratory. Learning and assessment strategies are designed to maximise student involvement and to build capacity in more collaborative approaches to increasing science understandings. The unit supports students to make the transition from passive to active learners and to take a more self-directed role in communicating Science to a range of learners.
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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:
General instructions for Assignments:
Late submissions will be assessed as follows:
Extensions to assignment submission dates will only be granted in the case of documented ‘unavoidable disruption’. This should preferably be submitted well before the due date. A penalty of 5% of the total assignment mark per day late will be applied for unapproved late submission.
Special Consideration
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 Consideration policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.
https://ask.mq.edu.au/account/pub/display/kb/?record=ce7c4e38-4f82-c4d7-95b1-4e2ee8fd075f
Name | Weighting | Hurdle | Due |
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Perception of Science | 15% | No | 14/12/18 |
Communicating Science | 35% | No | 11/01/19 |
Examination | 40% | No | TBA |
Engagement | 10% | Yes | On-going |
Due: 14/12/18
Weighting: 15%
The purpose of this assignment is to gather information from your family/friends about their understanding/image of science and scientists and to reflect on these representations.
This Assessment Task relates to the following Learning Outcomes:
Due: 11/01/19
Weighting: 35%
The purpose of this assignment is two-fold: first, to produce a field report assessing human impact on the natural environment at Macquarie University (Part A) and second, the use the findings from Part A along with recent related media reports to write a media article about the environment at Macquarie University of relevance to the local community (Part B).
This Assessment Task relates to the following Learning Outcomes:
Due: TBA
Weighting: 40%
The examination questions will be drawn from the entire unit. Students are expected to demonstrate mastery of the content of the unit including material covered in the lectures and Lab sessions. It is essential that you have a strong understanding of the key science concepts in each of the major themes covered in this unit.
This Assessment Task relates to the following Learning Outcomes:
Due: On-going
Weighting: 10%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Science is about applying specific thinking and practical skills to investigating nature, phenomena and the built environment. In EDUC109, a student consistently contributes to group activities and discussion including online environments; consistently responds thoughtfully to other students' comments.
This Assessment Task relates to the following Learning Outcomes:
1. About EDUC109
Welcome to EDUC109 we are looking forward to sharing our enjoyment of science with you this summer semester. Science: Today and Tomorrow (EDUC109) is a 3-credit point designated planet unit of one semester duration. It has been developed as a science-based unit to assist beginning teachers with science teaching at primary level and for those undergraduate students who are not directly involved with teaching but nevertheless are interested in science.
The unit addresses a range of science topics and their associated basic concepts drawn from the four major science disciplines – biology, earth and environmental science, chemistry and physics. There are many opportunities for students to engage with practical work and use ICT to facilitate knowledge and understanding of science. The unit will cover some of the fascinating ideas and processes of science, developed over thousands of years of human endeavour or in a moment of genius.
2. Classes
All tutorials will be held in E7B 317 – Science Teacher Education laboratory.
You are required to wear covered shoes in the laboratory – open toed shoes, eating and drinking are unsafe in the lab and are therefore not permitted.
You are required to read all lecture notes and PowerPoint presentations as these contain the science content covered in this unit. These are available on-line in the unit iLearn https://ilearn.mq.edu.au/login/MQ/
The unit is supported by iLearn. PowerPoint slides; lecture notes and tutorial notes will be posted on iLearn.
The iLearn web page for this unit can be found at: https://ilearn.mq.edu.au/login/MQ/
Students will need to use their own student username and password to log in and then choose EDUC109 from their My Online Units menu. Contact the Macquarie University Library Student IT Help Desk (Phone: 9850 4357; Email: support@mq.edu.au) for assistance with difficulties or problems with iLearn.
In order to pass EDUC109, you are required to do the following:
3. Note for attendance
Students are expected to attend lab sessions (tutorials), during which an attendance roll will be taken. Where a student has difficulty meeting attendance requirements, they must be prepared to apply for Special Consideration https://ask.mq.edu.au/account/pub/display/kb/?record=ce7c4e38-4f82-c4d7-95b1-4e2ee8fd075f. Since participation in lab sessions is linked to achievement of unit learning outcomes, failure to substantiate absence may result in an FA final grade.
Resources
Prescribed texts
American Association for the Advancement of Science. (2018). Atlas of science literacy / Project 2061. Washington DC: AAAS. Available as an online reference at http://strandmaps.nsdl.org
This is an invaluable resource for science communication. It helps you to locate and track understandings of science concepts from simple to complex and, for the teacher education students, it also maps the development of common science concepts from Kindergarten to Year 12.
Skamp, K. & Preston, C. (Eds.) (2018). Teaching primary science constructively [6th ed.]. Melbourne, VIC: Thomson.
Primary teacher education students may choose to purchase this text that will support their work in science and technology throughout their degree and beyond. Copies of this text are available on-line through the library and in the closed reserve section of the library.
Sydney Morning Herald. Daily Newspaper. For regular science-based articles.
Background readings in science (some favourites!)
Attenborough, D. any publication or video – love them all.
Bryson, B. (2004). A short history of nearly everything. London, England: Black Swan.
Carson, R. (1962). Silent spring. Boston, MA: Mariner Books.
Cox, B. (2010). Wonders of the solar system. London, England: HarperCollins Publishers.
Horsfall, M. (2008). Creating your eco-friendly garden. Collingwood, VIC: CSIRO Publishing.
Sagan, C. (2013). Cosmos. New York, NY: Ballantine Books.
Winton, T. (2015). Island home: A landscape memoir. Melbourne, VIC: Hamish Hamilton.
Background readings in science education
Australian Academy of Science. (2012). Primary Connections: Linking science with literacy.
Canberra: Australian Academy of Science. Ensure that you refer to the updates Primary Connections texts, written for the Australian curriculum
Many titles available from https://primaryconnections.org.au/
CSIRO. (2014). Community attitudes towards science and technology in Australia. Retrieved
from https://publications.csiro.au/rpr/download?pid=csiro:EP145330&dsid=DS1
Howitt, C. & Blake, E. (2010). Planting the seeds of science. Perth, W.A.: Curtin University.
Kalantzis, M., & Cope, B. (2008). New learning: Elements of a science of education. Melbourne, VIC: Cambridge University Press.
NSW Education Standards Authority (NESA) (2018). All NSW science syllabus documents are available from https://syllabus.nesa.nsw.edu.au/
Tytler, R. (2007). Re-imaging science education, Australian Education Review, Australian Council of Educational Research. Australian Education Review, 51. Retrieved from http://www.acer.edu.au/research_reports/AER.html
Venville, G., & Dawson, V. (Eds.) (2004). The art of science teaching. Crows Nest, NSW: Allen & Unwin.
Introduction to EDUC109; The Nature of Science.
Biology Module: Environmental Sustainability; Biodiversity & Classification; The Importance of Plants; Fieldwork; Genetics; Evolution.
Chemistry Module: Particles & Matter I & II; Discovery of the Atom.
Earth Sciences: Our Place in Space; Geological Time; Natural Disasters; The Weather.
Physical Sciences: Motion I & II; Energy: Light; Force: Electricity & Magnetism.
Conclusion & Overview
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:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: