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Teaching Integrated Science (EDUC90914)
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
Overview
Availability | July |
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Fees | Look up fees |
This subject will provide the foundational knowledge that Master of Teaching students need to successfully teach, design and evaluate integrated science units by focusing on research and best practice in Science, Technology, Engineering and Mathematics (STEM) education. The subject will investigate current definitions and influences on STEM, how STEM is being integrated into the school curriculum and issues with structure and participation in the STEM disciplines. It is important that teachers have a strong knowledge of STEM education, pedagogy and how to appropriately incorporate STEM in to the curriculum so that students come out of the education system with the best possible understanding of STEM and the ability to contribute in this area. The subject will take a particular focus on how to design, resource, implement, and assess STEM units.
Intended learning outcomes
On completion of this subject, students should be able to:
- Demonstrate an understanding of different definitions of STEM and the influences that are shaping current discussions of STEM.
- Critically analyse research that considers issues of participation in STEM by underrepresented groups and common structural problems with STEM education.
- Purposefully use a range of resources and frameworks for implementing STEM in secondary education based on research and best practice.
- Develop STEM curriculum, pedagogical strategies and assessment.
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
None
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
- An essay (2500 words) due mid semester (50%)
- A unit plan and discussion (2500 words) due end of semester (50%)
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- July
Principal coordinator Victoria Millar Mode of delivery On Campus (Parkville) Contact hours Total time commitment 170 hours Teaching period 30 July 2018 to 26 October 2018 Last self-enrol date 16 August 2018 Census date 24 August 2018 Last date to withdraw without fail 12 October 2018 Assessment period ends 16 November 2018
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary)
Last updated: 10 February 2024