EDM5003 Science Curriculum & Pedagogical Studies
|Semester 2, 2019 Online|
|Short Description:||Science Curriculm & Pedag Stud|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070103 - Teacher Education: Primary|
|Grading basis :||Graded|
Examiner: Jennifer Donovan
There is a demand for learners to have a solid foundation in science to meet the needs of our modern lives and to keep economies growing. Instructional methods which provide an opportunity to develop inquiry skills are designed for learners to make sense of the key concepts for science and to address scientific misconceptions. Teachers need to be able to demonstrate that scientific ideas are connected across different fields and to everyday life.
This course is designed to develop science pedagogical content knowledge for future school teachers from F-6. It has as its major focus the essential knowledge and skills necessary for beginning educators to: interpret contemporary primary science curricula and initiatives in science education; apply knowledge of how learners develop conceptual understanding in science; recognise and be responsive to learner backgrounds, characteristics, experiences and prior understandings which might impact upon engagement and learning in science; and, design and implement well-organised and managed science learning environments.
On successful completion of this course students should be able to:
- advanced knowledge and understanding of the concepts, substance and structure of the content and teaching approaches and strategies of the primary (P-6) science curriculum (Assignments 2 & 3) (Australian Professional Standards for Teachers (APST) 2.1)
- a complex understanding of the content selection and organisation and a wide range of teaching strategies of the teaching area to transmit knowledge to others (Assignments 2 & 3) (APST 2.1, 2.2, 2.6, 3.3)
- the ability to implement teaching strategies for ICT integration, literacy and numeracy development in planning science lesson sequences (Assignment 2 & 3) (APST 2.5, 2.6)
- the ability to plan lesson sequences, including learning goals, resources and teaching strategies that engage students in their learning of science (Assignments 2 & 3) (APST 3.1, 3.2, 3.3, 3.4, 5.1)
- the ability to describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. (Assignments 2 & 3) (APST 4.4, 7.2)
- a complex understanding of assessment, feedback, moderation, and reporting for students, parents/caregivers (Assignments 1 & 2) (APST 3.7, 5.2, 5.3, 5.5, 7.3)
a complex understanding of the major contemporary drivers of change in the educational environment and the implications of recent key reports and initiatives such as:
Towards a 10-year plan for Science Technology Engineering and Mathematics (STEM) Education and Skills in Queensland (Assignment 1) (APST 2.1, 3.3, 6.6)
- a complex understanding of the relevant and appropriate sources of professional learning in science for teachers, including engagement with colleagues to improve knowledge and practice (Assignment 1 & 3) (APST 6.2, 7.4)
- advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing (All assessments).
|1.||The Australian Science Curriculum, inquiry pedagogy and current reforms in science education||15.00|
|2.||Scenarios for teaching, learning and assessing of Physical Sciences||20.00|
|3.||Scenarios for teaching, learning and assessing of Chemical Sciences||20.00|
|4.||Scenarios for teaching, learning and assessing of Biological Sciences||20.00|
|5.||Scenarios for teaching, learning and assessing of Earth and Space Sciences||20.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2019&sem=02&subject1=EDM5003)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
(Early Childhood (prep to year 3) specialisation students only.)
(Primary years (years 3-6) specialisation students only.)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||30||30||06 Aug 2019|
|ASSIGNMENT 2||30||30||17 Sep 2019|
|ASSIGNMENT 3||40||40||25 Oct 2019|
Important assessment information
On-campus Attendance requirements: It is the students' responsibility to attend and participate appropriately in all activities (such as lectures and tutorials) scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Online Attendance Requirements: There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
- conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
- forms part of the Master of Learning and Teaching and is benchmarked against the
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
- professional accreditation standards of the Australian Professional Standards for Teachers (APST), Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF).