|Semester 2, 2020 Online|
|Short Description:||Teaching Physics&Space Science|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070199 - Teacher Education not elsewher|
|Grading basis :||Graded|
Examiner: Carole Haeusler
Pre-requisite: BEDU (Primary) or BPED Only - EDP2111
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
Science is a dynamic, collaborative and creative human endeavour exploring the unknown, investigating universal mysteries, making predictions and solving problems. Children are natural scientists who ask many questions about the physical and geological world. Becoming a science teaching specialist requires a deep understanding of the nature and philosophy of these disciplines and the capacity to teach using an inquiry approach. To achieve this, a suite of three elective courses supporting the specialist teaching and learning of primary science collectively adopt the Gradual Release of Responsibility Model. This third and final course is the “You do” aspect of the model whereby the pre-service educators will take responsibility for selecting an inquiry approach and conducting the inquiry. As before, connections to ways in which to teach this to learners will be made. Consequently, both science understandings and pedagogical content knowledge will be gained. The course explores how to integrate science ideas from two disciplines at levels based on current science education research, and will afford opportunities for achievement of several national standards aligned with science education.
In this course, teams of pre-service teachers will choose a science inquiry approach, appropriate to answering a question that integrates aspects of Physical and Space Sciences. Whilst conducting this inquiry they will consider decisively how they would plan for and teach such an inquiry themselves, particularly with regard to planning safe excursions. Pre-service teachers will also deepen their existing understanding of the nature of science and the organisation and structure of the Australian Curriculum: Science. Pre-service teachers will apply this understanding in the planning of a safe and engaging excursion complete with pre, during and post activities, and will extend their skills in science communication by the production of the script of a Science Play for a particular year level. The culmination of their understanding of assessment in science will be their development of criteria for the assessment of their own learning. This course allows pre-service teachers to experience collaborative learning and to consider the integration of ICT, literacy, numeracy and design technology with science.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:
- select an appropriate inquiry approach to explore a self-generated problem and plan and effectively conduct the science inquiry including resource selection and analysis of data (APST 1.2, 2.1, 2.2, 2.3, 3.4);
- develop deeper understanding of the science concepts and related pedagogical content knowledge relevant to Physical Science and Earth and Space Science strands (APST 2.1, 4.2);
- apply ethical and safety standards in managing practical science experiences, particularly excursions (APST 4.2, 4.4);
- plan a sequence of lessons for before, during and after the excursion to maximise the learning value of the excursion (APST 2.1, 2.2, 2.3, 3.2, 3.3, 3.4);
- integrate ICT, numeracy and literacy strategies in science teaching (APST 2.5, 2.6);
- develop new science communication skills and apply the principles of assessment to develop a rubric for evaluation of their science communication (APST 5.1).
|1.||Inquiry relating physics and space science||50.00|
|2.||Planning a science excursion||20.00|
|3.||Science communication skills - creativity||15.00|
|4.||Being a reflective practitioner||15.00|
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=2020&sem=02&subject1=EPS4200)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||55||55||17 Aug 2020|
|ASSIGNMENT 2||45||45||23 Oct 2020|
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities 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.
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:
There is no examination in this course, there will be no deferred or supplementary examinations.
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.
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:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education 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
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.