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Learning Area Science 1 (EDUC90473)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Overview
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This subject explores the rationale, resources, methodology and specific pedagogical approaches appropriate to teaching and assessing Year 7-10 Science. Teacher candidates will use, develop and critically evaluate resources for teaching secondary science within the contexts of the physical, chemical, biological, earth and space sciences. In particular, they will draw upon and elaborate science curricula including mandated science curriculum guides such as the Victorian Curriculum (2016). Teacher Candidates will analyse their own and other’s use of classroom demonstrations. Teaching skills in science investigation and inquiry and communication of science-related understandings will be developed. The literature of science education will be used to inform teaching practices and engage teacher candidates in debates about the nature and purpose of science and science education.
The Teacher Candidate is supported in their development of skills and pedagogies to enhance the learning experiences of Years 7-10 Science students through their participation in Science Learning Area workshops and completion of the required assignments. Assignment 1 involves the writing of a reflective essay relating to the way Years 7-10 students build up their understanding of Science. The assignment reflects the focus of the Science Learning Area workshops, which investigate teaching practices in Science to enhance student learning, and makes connections to the suggested readings. In Assignment 2, Teacher Candidates interpret the Victorian Curriculum by designing a unit of Year 7-10 Science.
ICT is recognised and used as an essential component of contemporary science practice and will be embedded in the Science Learning Area subject to support conceptual understanding and enhance student learning.
Many elements of ICT literacy and numeracy are evident in the Year 7-10 Science curriculum, particularly with regard to Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data from investigations.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Begin to critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice in Science, including the creation of effective learning environments (Graduate Standards 1.2, 2.1 and 4.4)
- Understand how to design lesson plans and learning sequences in Science, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching (Graduate Standards 2.2, 2.3, 3.2)
- Understand how to set learning goals (relevant to Science) that provide achievable challenges for students of varying abilities and characteristics (Graduate Standard 3.1).
- Show an understanding of how to select appropriate strategies to differentiate teaching in Science to meet specific needs of students drawing on digital technologies and literacy and numeracy understandings in order to engage and empower students in their learning (Graduate Standards 1.5, 2.5, 2.6, 3.3, 3.4 and 4.4)
- Show an understanding of how to evaluate teaching programs to improve learning and to determine the effectiveness of strategies and resources (Graduate Standard 3.6)
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning in Science (Graduate Standards 5.1 and 5.4).
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines, for entry into this subject.
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Essay on misconceptions (2000 words), due mid semester (40%)
- Science unit plan (3000 words), due end of semester (60%)
Hurdle requirements:
- Demonstration (10 minutes), during semester
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Victoria Millar Mode of delivery On Campus (Parkville) Contact hours 36 Total time commitment 170 hours Teaching period 5 February 2018 to 30 May 2018 Last self-enrol date 28 February 2018 Census date 9 March 2018 Last date to withdraw without fail 4 May 2018 Assessment period ends 15 June 2018 February contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Victorian Curriculum and Assessment Authority (2016), Victorian Curriculum
http://victoriancurriculum.vcaa.vic.edu.au/
Recommended texts and other resources
- VCAA (2006) Victorian Essential Learning Standards
- Collection of readings
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) Course Master of Teaching (Secondary)
Last updated: 10 February 2024